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In response to your request for Test Information
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1
1
ENGLISH TEST
45 Minutes—75 Questions
DIRECTIONS: In the five passages that follow, certain
words and phrases are underlined and numbered. In
the right-hand column, you will find alternatives for the
underlined part. In most cases, you are to choose the
one that best expresses the idea, makes the statement
appropriate for standard written English, or is worded
most consistently with the style and tone of the passage
as a whole. If you think the original version is best,
choose “NO CHANGE.” In some cases, you will find in
the right-hand column a question about the underlined
part. You are to choose the best answer to the question.
You will also find questions about a section of the passage, or about the passage as a whole. These questions
do not refer to an underlined portion of the passage, but
rather are identified by a number or numbers in a box.
For each question, choose the alternative you consider
best and fill in the corresponding oval on your answer
document. Read each passage through once before you
begin to answer the questions that accompany it. For
many of the questions, you must read several sentences
beyond the question to determine the answer. Be sure
that you have read far enough ahead each time you
choose an alternative.
PASSAGE I
Story Seeker
[1]
On my ninth birthday, my grandmother gave me
the typewriter she had used, throughout her career as
1
a news writer. I thanked her but regarded it as I would
2
have the bones of a prehistoric animal. Being used to the
3
computer keyboard, the tapping of the keys, the letters
appearing on-screen as if by magic. Even so, typing
4
on a typewriter required endurance. Each of the
1. A.
B.
C.
D.
NO CHANGE
used, throughout her career,
used throughout her career,
used throughout her career
2. F.
G.
H.
J.
NO CHANGE
but regarding
yet regarding
so regarded
3. A.
B.
C.
D.
NO CHANGE
I was used to the
Used to the
The
4. F.
G.
H.
J.
NO CHANGE
For example,
In contrast,
Still,
keys was raised on a metal stilt, which, if jabbed
forcefully enough, would snap up and imprint the
paper with the print of the corresponding letter.
5. A. NO CHANGE
B. print of the letter, depending on the key that was
pressed.
C. corresponding letter that matched.
D. corresponding letter.
5
It took me forever to type a single sentence. [A]
6. Which choice most effectively maintains the narrator’s
tone by using exaggeration for emphasis?
F. NO CHANGE
G. kind of a long time
H. a while
J. time
6
ACT-F12
2
GO ON TO THE NEXT PAGE.
1
1
[2]
Nevertheless, I eked out my first news story,
which was about a boy who received a typewriter from his
grandmother on his birthday. [B] The story didn’t even fill
half a page, but I handed it to my grandmother with pride.
After she read it, she squinted at me from behind her
glasses. [C] “But news writing is about telling your
readers something they need to know. Enlighten them.”
[3]
The next morning I scoured the
neighborhood empty notebook in hand,
7
dejected. [D] I was surrounded by adults who
7. A.
B.
C.
D.
NO CHANGE
neighborhood, empty notebook in hand,
neighborhood, empty notebook in hand
neighborhood empty notebook in hand
8. F.
G.
H.
J.
NO CHANGE
forth for it was
forth, it was
forth being
9. A.
B.
C.
D.
NO CHANGE
while hand-delivering
I hand-delivered
hand-delivering
already seemed to know everything. Who was I
to judge what people needed to know?
[4]
Then, as I approached the park at the end of my
block, I heard a small squeal coming from the direction
of the swings. I ran over to find a girl standing there,
brushing dirt from her jeans. The seat of the nearest swing
dangled from one chain while the other chain swayed back
and forth, unattached. No one else had witnessed what I
8
had; I realized I’d found my story.
[5]
Later that day, while I hand-delivered copies of my
9
broken swing story to every house on the block. Someone
repaired the swing the very next day. Regardless, my
10
grandmother attributed its quick repair to my story.
11
ACT-F12
3
10. F.
G.
H.
J.
NO CHANGE
Of course,
However,
Instead,
11. A.
B.
C.
D.
NO CHANGE
designated
assigned
referred
GO ON TO THE NEXT PAGE.
1
1
[6]
Now, fifteen years later, I’ve moved past writing about
12. F.
G.
H.
J.
12
broken playground equipment. But whatever I write,
NO CHANGE
passed writing about
passed writing for
past writing for
whenever I write, my grandmother’s voice still guides
me. “Anthony,” she says, “tell them something they
13. The essay writer is considering deleting the underlined
portion. Should the underlined portion be kept or
deleted?
A. Kept, because it introduces the grandmother’s
voice to the narrative.
B. Kept, because it reiterates the main theme of the
narrative.
C. Deleted, because it fails to explain how the grandmother is qualified to give the narrator advice.
D. Deleted, because it takes the focus away from the
narrator’s writing technique.
13
need to know.”
13
Questions 14 and 15 ask about the preceding passage as a whole.
14. The essay writer is considering adding the following
sentence to the essay:
“This is a good start, Anthony,” she said.
The sentence would most logically be placed at:
F. Point A in Paragraph 1.
G. Point B in Paragraph 2.
H. Point C in Paragraph 2.
J. Point D in Paragraph 3.
15. Suppose the essay writer’s primary purpose had been
to provide a brief overview of the narrator’s fifteenyear career as a news writer. Would this essay accomplish that purpose?
A. Yes, because it describes the narrator’s most significant news stories and how they shaped him as a
writer.
B. Yes, because it focuses on the news stories the narrator wrote when he was nine years old.
C. No, because it instead focuses on the narrator’s
grandmother’s experiences as a news writer and
how those experiences shaped her career.
D. No, because it instead describes a single story that
marked the beginning of the narrator’s interest in
news writing.
PASSAGE II
Animals Over, Under, and Above All
[1]
In northwest Montana, more than thirty species of
animals, ranging from otters to elk, travel across a busy
fifty-six-mile stretch of US Highway 93 via overpasses,
bridges, and tunnels. These structures comprise the most
expensive and innovative wildlife-centered highway design
project in the United States. [A]
ACT-F12
4
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1
1
[2]
In the late 1980s, as plans were under way to expand
16
a crowded tract of US Highway 93 into a four-lane road.
[B] This section of highway bisects the Flathead Indian
17
Reservation, home to members of the Confederated Salish
and Kootenai tribes. It also intersects the migration paths
16. F.
G.
H.
J.
NO CHANGE
1980s, when
1980s,
1980s;
17. A.
B.
C.
D.
NO CHANGE
highway, which bisects
highway that bisects
highway, bisecting
18. Which choice most precisely conveys that the highway
crosses through the migration paths and breeding
grounds?
F. NO CHANGE
G. is a part of
H. runs along
J. follows
18
and breeding grounds of many animals, furthermore. These
19. A. NO CHANGE
B. animals, whose migration routes and breeding
areas are here.
C. animals, quite a few of them.
D. animals.
19
animals were forced to cross the busy road, dying in large
numbers while doing so. [C] Insisting on a plan that would
help wildlife thrive, tribal members worked with highway
engineers and scientists from Montana State University to
create a highway infrastructure that allows animals to
20. F.
G.
H.
J.
20
move freely and safely.
NO CHANGE
include a means for allowing
were to allow
allow
[3]
This length of road now features forty-one wildlife
crossings deliberately placed along the animals’ most
important migratory routes. [D] Ten-foot-wide culverts
and small concrete tunnels allow animals of various sizes
to pass under the highway 5. The project’s most visible
21. If the writer were to add the phrase “even in groups” at
this point (adjusting the punctuation as needed), the
paragraph would primarily gain:
A. an indication that many animals living near US
Highway 93 have grown accustomed to traveling
alone, even during migration periods.
B. a detail that emphasizes that the culverts and tunnels were specially designed to accommodate animals’ needs.
C. a suggestion that more groups of large animals
than groups of small animals have been using the
crossings to travel together.
D. a concession that traveling alone is dangerous for
most animals, even when they are using the
crossings.
crossing is a twenty-six-foot-high, and two-hundred-
22. F.
G.
H.
J.
22
foot-long overpass covered with natural vegetation.
ACT-F12
5
NO CHANGE
is: a twenty-six-foot-high,
is, a twenty-six-foot-high
is a twenty-six-foot-high
GO ON TO THE NEXT PAGE.
1
1
It guides bears and moose from the highway for
23. A.
B.
C.
D.
23
the other half of their natural habitat range.
NO CHANGE
with the highway toward
over the highway to
on the highway at
[4]
This highway project helps protect
24. Which statement most effectively introduces this
paragraph?
F. NO CHANGE
G. The very highways that allow people to move
freely often block the movement of animals.
H. So far, these wildlife crossings appear to be doing
what they were designed to do.
J. Safe, carefully placed fencing seems to help animals use the crossings.
24
both humans and animals. Surveillance
24
cameras have captured animals
25
seeming to teach their young how to use
26
the structures. A mother black bear nudges
25. A.
B.
C.
D.
NO CHANGE
that record nearby activities have
recording animals have
have recorded and
26. F.
G.
H.
J.
NO CHANGE
are seeming
while seem
seem
27. A.
B.
C.
D.
NO CHANGE
she walks
they walk
it walks
28. F.
G.
H.
J.
NO CHANGE
down, in a culvert,
down, in a culvert
down in a culvert
her cub as it climbs onto the overpass; then
the two walk ahead quickly so her cub will follow
27
her. White-tailed does lie down (in a culvert) as their
28
fawns run back and forth in it, and then they all walk
through the culvert together. With thousands of deer
having bounded over one new bridge, animals seem
to be learning that they have found safe passage.
Questions 29 and 30 ask about the preceding passage as a whole.
29. The writer is considering adding the following sentence to the essay:
If the road were widened conventionally,
crossing it would become even more dangerous, and animals would eventually be trapped
in haphazard fragments of their natural
habitat.
If the writer were to add this sentence, it would most
logically be placed at:
A. Point A in Paragraph 1.
B. Point B in Paragraph 2.
C. Point C in Paragraph 2.
D. Point D in Paragraph 3.
ACT-F12
30. Suppose the writer’s primary purpose had been to
describe the process by which a few groups worked
together to achieve a common goal. Would this essay
accomplish that purpose?
F. Yes, because the essay makes clear that groups
worked together in the 1980s to prevent the
redesign of several historic two-lane roads in
Montana.
G. Yes, because the essay describes the organized
group protests by tribes, engineers, and scientists
that led to the animal crossings being built.
H. No, because although the essay states that groups
worked together to create animal crossings, the
essay focuses on describing the benefits of the
structures.
J. No, because the essay instead focuses on providing data to show the number of animal deaths that
a road redesign project has prevented.
6
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1
1
PASSAGE III
Eva Zeisel’s Playful Search for Beauty
[1]
Speaking at an event held to honor her nearly
eighty years as a ceramics designer, artist Eva Zeisel
said her focus had always been the same; a playful
31. A.
B.
C.
D.
31
search for beauty. [A] The Hungarian-born artist’s
NO CHANGE
same: a playful
same a playful:
same a playful
search began following a 1925 trip to the World’s
Fair in Paris, France. [B] There she had visited
row after row of exhibitions not only by
the world’s preeminent new architects but
also by creators of fashion mannequins.
32. Given that all the choices are accurate, which one best
provides a foundation for the essay’s discussion of
Zeisel’s artistic focus?
F. NO CHANGE
G. graphic artists, many of whom were from Poland.
H. leading designers of objects for the home.
J. prominent French perfume makers.
32
Zeisel felt that many of the featured
designs, stressing stark, geometric shapes
and angular lines, fundamentally
33. A.
B.
C.
D.
33
NO CHANGE
were
also
DELETE the underlined portion.
too cold. B For Zeisel, the only
34. Which of the following true statements, if added here,
would best connect the preceding sentence to the last
sentence in the paragraph?
F. They didn’t remind her of anything she had created as an apprentice potter.
G. She did, however, appreciate that the designs were
not at all flowery or frilly.
H. She still appreciated all that she had taken in at the
World’s Fair.
J. They didn’t express a sense of joy or humanity.
emotion they conveyed was “leave me alone.”
35. A.
B.
C.
D.
35
[2]
Zeisel herself personally thought and believed
NO CHANGE
emotion, they conveyed,
emotion they conveyed:
emotion they conveyed,
36. F. NO CHANGE
G. Zeisel, who was a ceramics designer for nearly
eighty years,
H. Zeisel, who attended the 1925 World’s Fair in
Paris,
J. Zeisel
36
that items to be used in the home, where people
gather most often and most closely, should be warm
and inviting. Working in simple white ceramic,
for creating her dinnerware sets of plates, bowls,
37. A.
B.
C.
D.
37
cups, and saucers and exhibiting them at local fairs.
ACT-F12
7
NO CHANGE
she began creating
the creation of her
while creating
GO ON TO THE NEXT PAGE.
1
1
Her pieces were spare and unadorned, following
key elements of the design trends she had observed
in Paris, yet they highlighted soft S curves,
asymmetrical bends, and whimsical, informal
shapes regardless, without adornments. Hers was
38
a joyful, casual twist, however, on what was new
39
and exciting in modern design. Hungarian ceramic
38. F.
G.
H.
J.
NO CHANGE
shapes. Still, her pieces were spare.
shapes, having no embellishments.
shapes.
39. A.
B.
C.
D.
NO CHANGE
twist, previously,
twist, similarly,
twist
40. F.
G.
H.
J.
NO CHANGE
along
in
at
manufacturers quickly promoted and mass-produced
several of her collections. [C] Though unsure of the
offbeat new look at first, European and American
families soon embraced Zeisel’s carefree approach
to the table, and Zeisel became even more playful
to her designs.
40
[3]
Wanting her pieces to symbolize human
41. Given that all the choices are accurate, which one best
introduces the series of examples of Zeisel’s designs
that follows?
A. NO CHANGE
B. Long after her first ceramics exhibition in the
United States, which had been held in 1926,
C. While the originals of her early work have become
sought-after collectibles,
D. Sometimes establishing and teaching ceramics
design courses,
41
relationships and bonds, Zeisel designed salt and
41
pepper shakers that nestled, able to be set as one
piece or apart as two. Gravy boats had sides that
reached upward to barely meet them, as if in a light,
42
grazing touch. Plates, rather than all looking identical
43
when stacked, revealed complementary, wavelike bends.
In her long and lighthearted search, Zeisel showed both
44
designers and diners that art, and everyday life, should
42. F.
G.
H.
J.
NO CHANGE
each other,
that,
it,
43. A.
B.
C.
D.
NO CHANGE
they didn’t all look
were not
and not
44. F.
G.
H.
J.
NO CHANGE
long, and lighthearted search, Zeisel showed
long and lighthearted search Zeisel showed,
long and lighthearted search Zeisel showed
include a swerve of joy and eccentricity. [D]
ACT-F12
8
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1
1
Question 45 asks about the preceding passage
as a whole.
45. The writer is considering adding the following sentence to the essay:
Many of Zeisel’s first designs to be massmanufactured had been critically acclaimed by
art enthusiasts and museums, but she wanted
her dinnerware pieces to be enjoyed by people
in the home.
If the writer were to add this sentence, it would most
logically be placed at:
A. Point A in Paragraph 1.
B. Point B in Paragraph 1.
C. Point C in Paragraph 2.
D. Point D in Paragraph 3.
PASSAGE IV
Berry Sweet
Dark red and containing one seed, the berry of
46. Given that all the choices are accurate, which one provides the most specific description of the berry’s
appearance?
F. NO CHANGE
G. about the size and shape of an almond,
H. cultivated primarily in warm climates,
J. grown on a shrub with dense foliage,
46
Synsepalum dulcificum, called miracle fruit, may not
47
seem particularly impressive at first. Its mildly sweet
47. A.
B.
C.
D.
NO CHANGE
dulcificum called, miracle fruit,
dulcificum called miracle fruit,
dulcificum, called miracle fruit
48. F.
G.
H.
J.
NO CHANGE
lies
laid
lie
49. A.
B.
C.
D.
NO CHANGE
molecules, which then bind
molecules, binding them
molecules to bind
tang is often compared to that of a cranberry. But within
this small fruit lays miraculin, a natural protein with the
48
power to trick the tongue by making even the sourest
flavors taste remarkably sweet.
Eating a miracle fruit allows miraculin
molecules that bind to the sweetness receptors
49
on the tongue’s taste buds. Then, when a food
containing acid (which generally causes a sour taste)
is consumed, this molecular bond intensifies. This
reaction, in turn, transmits a signal indicating sweetness
to the brain. Thus, acidic foods with sour or bitter flavors
register as sweet. Raw lemon slices taste like candy.
ACT-F12
9
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1
1
With tart vinegar, you taste apple juice. Sour cream
50. Which choice best maintains the stylistic pattern established in the preceding sentence and continued in the
sentence that follows?
F. NO CHANGE
G. An apple juice taste replaces one of tart vinegar.
H. Vinegar that is tart tastes like apple juice instead.
J. Tart vinegar tastes like apple juice.
50
tastes like pudding. The effect takes anywhere from
fifteen minutes to an hour to compress.
51
In its native West Africa, given that miracle
52
fruit has been used as a sweetener for centuries. Yet,
53
due in part to its fragility and short shelf life, the fruit
51. A.
B.
C.
D.
NO CHANGE
downgrade.
diminish.
constrict.
52. F.
G.
H.
J.
NO CHANGE
a region in which
where
DELETE the underlined portion.
53. A.
B.
C.
D.
NO CHANGE
Consequently,
Moreover,
That is,
54. F.
G.
H.
J.
NO CHANGE
are attempting
has attempted
attempts
55. A.
B.
C.
D.
NO CHANGE
forms, additionally, it sells them
forms, the berries are also sold
forms, as well as
is not widely known in the Western world. Growers
such as Curtis Mozie, who began growing miracle fruit in
Florida as a hobby over two decades ago, is attempting to
54
increase awareness and consumption of the fruit. To avoid
difficulties in shipping the delicate berries, his company
sells them in frozen and dried forms and it also sells them
55
in powder, gum, and lollipops. X
ACT-F12
56. At this point, the writer is considering adding the following true statement:
Mozie has said that his favorite foods to eat
with miracle fruit include green mangoes and
oysters with lemon juice.
Should the writer make this addition here?
F. Yes, because it offers an informed opinion on a
subject with which many people may be unfamiliar.
G. Yes, because it provides examples of acidic foods
that pair well with miracle fruit.
H. No, because it is only loosely related to the paragraph’s focus on efforts to expand awareness of
and access to miracle fruit.
J. No, because it gives the false impression that miracle fruit is widely available.
10
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1
1
Dr. Linda Bartoshuk, whose studied the miracle
57
fruit and it’s properties over several decades, says
57
57. A.
B.
C.
D.
NO CHANGE
who’s studied the miracle fruit and it’s
who’s studied the miracle fruit and its
whose studied the miracle fruit and its
58. F.
G.
H.
J.
NO CHANGE
entirely blocking sweet receptors
blocks sweet receptors entirely
to block sweet receptors entirely
59. A.
B.
C.
D.
NO CHANGE
Bartoshuk, and other scientists, continue
Bartoshuk and other scientists continue,
Bartoshuk and other scientists continue
miraculin’s effect is unique among known proteins.
Though other plants can influence taste perceptions—one
herb, for example, which entirely blocks sweet receptors—
58
none but the miracle fruit triggers such powerfully
sweet tastes in response to an acidic environment.
Bartoshuk (and other scientists) continue, to research
59
potential health benefits of the berry; meanwhile,
researchers in Japan have created a type of lettuce
60. Which choice would best conclude the sentence and
the essay by highlighting the berry’s main capability?
F. NO CHANGE
G. they’ve learned that heating or cooking the fruit
destroys miraculin’s taste-transforming properties.
H. the fruit’s consumers enjoy turning sour foods into
“miraculously” sweet treats.
J. many chefs have created tasting menus incorporating miracle berries.
60
capable of producing miraculin.
60
PASSAGE V
Hilo Hula
[1]
Clad in a flowing, floor-length red dress,
her neck and hair adorned with red and yellow
flowers. A woman slowly makes her way to the
61
stage. Wearing a flowing dress of red as the guitar’s
62
soft melody floats through the air, she offers a sad
61. A.
B.
C.
D.
NO CHANGE
flowers, a woman slowly makes
flowers while slowly making
flowers, slowly making
62. F.
G.
H.
J.
NO CHANGE
Flowers ornamenting her hair as
Approaching the stage as
As
smile. Raising her arms gracefully, she begins
to tell a legendary and sorrowful Hawaiian tale.
63. If the writer were to delete the underlined portion, the
paragraph would primarily lose information that:
A. indicates the reason that the woman’s smile is sad.
B. specifies why the story the woman is sharing is
considered sad.
C. suggests that ancient legends are difficult stories to
convey clearly.
D. explains why Hawaiian legends are traditionally
told through dance.
63
ACT-F12
11
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1
1
She speaks no words, however, instead relaying the ancient
story through the expressive art of dance native to Hawai‘i:
64
hula. [A] Her performance marks the start of the world’s
64. F.
G.
H.
J.
NO CHANGE
dance—native to Hawai‘i,
dance, native to Hawai‘i,
dance native to Hawai‘i;
65. A.
B.
C.
D.
NO CHANGE
a way of trying to help out with
an attempt to bolster
an effort to amp up
most prestigious hula competition, held each spring at the
Merrie Monarch Festival in Hilo, Hawai‘i. [B]
[2]
Founded in 1964 as an endeavor to
65
accomplish a boost in Hilo’s economy, the
65
festival, named for a nineteenth-century Hawaiian
king known for patronizing the arts, initially
struggled to gain interest. [C] It wasn’t until festival
organizer Dottie Thompson and respected hula master,
66. F. NO CHANGE
G. organizer, Dottie Thompson, and respected hula
master
H. organizer, Dottie Thompson and respected hula
master,
J. organizer Dottie Thompson and respected hula
master
66
“Uncle” George Na‘ope introduced hula competitions
in 1971 that attendance was invigorated.
67
It’s renewed focus on celebrating hula and
68
other aspects of authentic Hawaiian culture
67. A.
B.
C.
D.
NO CHANGE
so that
when
DELETE the underlined portion.
68. F.
G.
H.
J.
NO CHANGE
The festival’s
They’re
One’s
69. A.
B.
C.
D.
NO CHANGE
has a need
does need
needs
70. F.
G.
H.
J.
NO CHANGE
he had
so
DELETE the underlined portion.
attracted both locals and visitors alike.
[3]
Thompson and Na‘ope believed all elements of hula
tradition, both ancient (referring to hula predating 1893)
and modern, need to be preserved and shared. [D] Kahiko,
69
or ancient hula, involves chanting and little instrumental
accompaniment. ‘Auana (modern hula), on the other hand,
having been influenced by Western music, is generally
accompanied by guitar or ukulele. Due in part to
Na‘ope’s efforts to revive male hula, when a men’s
70
division was added in 1976.
ACT-F12
12
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1
1
The festival’s competitive hula events, which had grown
71. A.
B.
C.
D.
71
so popular by then that they were relocated from a small
auditorium to a larger venue, where they have taken
NO CHANGE
events had grown
events growing
events,
72. The writer is considering revising the underlined portion to the following:
5,000-seat stadium,
Given that the information is accurate, should the
writer make this revision?
F. Yes, because it provides a more specific idea of the
number of dancers competing in the festival.
G. Yes, because it offers a specific detail that better
illustrates how popular the events became.
H. No, because it is only loosely related to the sentence’s discussion of the events’ popularity.
J. No, because it repeats information about festival
attendance stated earlier in the essay.
72
place ever since.
[4]
Today, many credit the festival, an annual
73. A. NO CHANGE
B. festival, which hosts the world’s most prestigious
hula competition,
C. festival, established in 1964,
D. festival
73
event in Hilo, with the widespread revitalization
73
of hula. The organizers’ ongoing commitment to
promote and preserve Hawaiian culture helps the
art of hula continue to thrive as a “living tradition.”
Questions 74 and 75 ask about the preceding passage as a whole.
74. The writer wants to add the following sentence to the
essay:
To that end, they established two stylistic categories in the competition.
This sentence would most logically be placed at:
F. Point A in Paragraph 1.
G. Point B in Paragraph 1.
H. Point C in Paragraph 2.
J. Point D in Paragraph 3.
75. Suppose the writer’s primary purpose had been to discuss the revival of a traditional cultural art form.
Would this essay accomplish that purpose?
A. Yes, because it describes how the Merrie Monarch
Festival helped rekindle widespread interest in
hula.
B. Yes, because it notes significant events in the history of many traditional Hawaiian art forms.
C. No, because it focuses instead on describing the
various activities that take place at the Merrie
Monarch Festival.
D. No, because it focuses instead on explaining the
origins of hula and its initial impact on Hawaiian
culture.
END OF TEST 1
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
ACT-F12
13
2
2
MATHEMATICS TEST
60 Minutes—60 Questions
DIRECTIONS: Solve each problem, choose the correct
answer, and then fill in the corresponding oval on your
answer document.
but some of the problems may best be done without
using a calculator.
Note: Unless otherwise stated, all of the following should
be assumed.
Do not linger over problems that take too much time.
Solve as many as you can; then return to the others in
the time you have left for this test.
1.
2.
3.
4.
You are permitted to use a calculator on this test. You
may use your calculator for any problems you choose,
DO YOUR FIGURING HERE.
1. A bag contains exactly 7 marbles, each with 1 number
on it: 4 red marbles numbered 1, 2, 3, and 4; and
3 black marbles numbered 1, 2, and 3. One marble will
be selected at random from the bag. What is the
probability that the marble selected will be an
odd-numbered red marble?
A.
_1_
2
B.
_2_
7
Illustrative figures are NOT necessarily drawn to scale.
Geometric figures lie in a plane.
The word line indicates a straight line.
The word average indicates arithmetic mean.
7_
C. __
12
8_
D. __
49
16_
E. __
49
2. Given p = 40 and q = −12, p + q is equal to the
product of −4 and what number?
F. −13
G. 0−7
H. 07
J.
13
K. 120
3. In nABC, ∠A and ∠C are congruent, and the measure
of ∠B is 93.5°. What is the measure of ∠A ?
A. 43.25°
B. 46.75°
C. 60°
D. 86.5°
E. 93.5°
ACT-F12
14
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2
2
DO YOUR FIGURING HERE.
4. Ken is paid a regular hourly wage of $15 per hour,
before taxes and benefits are deducted, for working up
to and including 40 hours in 1 week. For each
additional hour he works in a week, Ken is paid
2 times his regular hourly wage. Ken worked 44 hours
this week. What was his pay for this week before taxes
and benefits were deducted?
F. $0,630
G. $0,660
H. $0,720
J. $0,930
K. $1,320
5. What is the length, in inches, of the hypotenuse of a
right triangle with a leg that is 7 inches long and a leg
that is 4 inches long?
A.
B.
C.
D.
E.
√••
22
√••
33
√••
65
0005.5
0, 11
6. Given 3x − 7 = 8x − 16 is true, x = ?
F.
23_
− __
5
23_
G. − __
11
H. − _9_
5
J.
_9_
5
K.
23_
__
11
7. As shown in the figure below, points A, B, and D lie on
a line. The measure of angle ABC (m∠ABC) is x°, and
m∠CBD is (5x + 4)°.
C
A
B
D
Which of the following equations is true?
A. 0 (5x + 4) = x
B. x − (5x + 4) = 90
C. x + (5x + 4) = 90
D. x + (5x + 4) = 180
E. x + (5x + 4) = 360
ACT-F12
15
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2
2
DO YOUR FIGURING HERE.
8. A restaurant currently has an outdoor rectangular
dining section measuring 30 feet by 40 feet. The
shorter sides will be increased by 10 feet each,
resulting in a larger rectangular dining section. What is
the positive difference, in square feet, between the
areas of the resulting and current dining sections?
F. 100
G. 300
H. 400
J. 500
K. 600
9. What is the value of ⎪−4⎪ − ⎪6 − 29⎪ ?
A. −31
B. −27
C. −19
D. 19
E. 27
10. Christopher works in a clothing store. He earns
$7.50 per hour, plus 6% of his sales. Which of the
following expressions gives Christopher’s earnings, in
dollars, when he works x hours and has y dollars in
sales?
F. 75x + 6y
G. 75x + 0.06y
H. 07.5x + 6y
J. 07.5x + 0.6y
K. 07.5x + 0.06y
___
↔
11. For
is on RT , the length of
___ RT shown below, point S___
RS is 8 cm, and the length of ST is 20 cm. What is the
distance,
in centimeters, between T and the midpoint
___
of RS ?
R
A.
B.
C.
D.
E.
8
S
20
T
14
18
20
24
28
12. A conference presenter earned $48.50 for attending a
conference and $15.35 per hour for the hours she spent
preparing for her presentation. Let y be the amount of
money, in dollars, earned by the presenter when she
spent x hours preparing for her presentation. Which of
the following equations gives the relationship between
x and y ?
F. y = 15.35x
G. y = 33.15x
H. y = 63.85x
J. y = 15.35x + 48.50
K. y = 48.50x + 15.35
ACT-F12
16
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2
2
DO YOUR FIGURING HERE.
13. Ben and Shawnee are painting a room in the library.
They started with 7 gallons of paint. On the first day,
Ben used _3_ gallon of paint and Shawnee used
4
3 _12_ gallons of paint. How many gallons of paint were
left when they completed their first day of painting?
A. 2 _34_
B. 3 _12_
C. 3 _34_
D. 4 _14_
E. 6 _14_
−5 + 9x_
14. If x = −4, then ______
=?
2
x − 9x
F.
41_
− __
20
41_
G. − __
52
5_
H. − __
16
J.
31_
__
52
K.
41_
__
20
15. In the standard (x,y) coordinate plane, what is the slope
of the line represented by the equation y = 4x + 2 ?
A. _1_
2
B. ,2
C. ,4
D. ,4x
E. _1_ y
2
16. The trinomial x 2 + 11x + 24 can be factored into
2 binomials with positive integer coefficients. Which
of the following binomials is 1 of the factors?
F. x + 1
G. x + 2
H. x + 3
J. x + 4
K. x + 5
ACT-F12
17
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2
3
2
4
17. Which of the following matrices is equal to 4 −20 −36 ?
A.
3−8 124
B.
16
3 −12
4
C.
324 1014
D.
3 4
E.
24
3 −80 −12
4
DO YOUR FIGURING HERE.
− _12_ − _23_
0 − _43_
18. Point P(5,−1), which is graphed in the standard (x,y)
coordinate plane below, will be reflected across the
x-axis. What will be the coordinates of the image
of P ?
y
F.
G.
H.
J.
K.
(−5,−1)
(−5, 1)
(−1, 5)
( 5,−1)
( 5, 1)
O
x
P(5,−1)
19. Given that x ≤ 2 and x + y ≥ 6, what is the LEAST
value that y can have?
A. −8
B. −4
C. 0
D. 4
E. 8
20. A square vegetable garden is built in a rectangular
50-meter-by-40-meter lawn. The lengths of the sides of
the garden are 5 meters. What area of the lawn, in
square meters, is outside of the vegetable garden?
F. 1,575
G. 1,750
H. 1,800
J. 1,975
K. 2,475
ACT-F12
18
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2
2
DO YOUR FIGURING HERE.
21. The distance of the longest jump of each of the
participants in a long jump competition is given in the
stem-and-leaf plot below.
Stem
Leaf
6
7
8
89
14789
012
Key: 7
3 = 73 inches
What is the probability that a long jump participant
chosen at random from the competition will have
jumped at least 75 inches?
3_
A. __
13
7_
B. __
13
3_
C. __
10
4_
D. __
10
6_
E. __
10
___
↔ ↔
22. In the figure below, DE i___
GF , point A lies on DE ,
points C and B lie on GF , m∠GCA = 120°, and
m∠GBA = 50°. What is m∠CAB ?
(Note: The figure is NOT drawn to scale. The degree
measure of ∠STU is denoted m∠STU.)
A
D
G
F.
G.
H.
J.
K.
C
E
B F
10°
20°
50°
60°
70°
23. Gabe will use 1 fluid ounce of fertilizer for every
30 square feet of soil. At this rate, how much fertilizer,
to the nearest 0.01 gallon, will Gabe use for 0.8 acres
of soil?
(Note: 1 acre = 43,560 square feet;
1 gallon = 128 fluid ounces)
A. 00.07
B. 00.11
C. 09.08
D. 14.18
E. 24.00
ACT-F12
19
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2
2
DO YOUR FIGURING HERE.
24. On each of 10 tests, Andreas scored 2 points higher
than Mischa. When their average test scores on these
10 tests are compared, how many points higher is
Andreas’s average than Mischa’s average?
F. 02
G. 05
H. 06
J. 08
K. 20
25. For a certain basketball player, the probability of
success on any given free throw attempt is 0.7. What is
the least number of free throw attempts for which the
result is expected to be at least 18 successes?
A. 21
B. 25
C. 26
D. 43
E. 44
26. Some consecutive terms of a geometric sequence are
below.
…, 64, 48, 36, 27, …
What is the common ratio of this sequence?
F.
−16
G. −12
H. 0−9
J.
0 _3_
4
K. 0 _4_
3
27. Sets A, B, and C are defined below.
A = {1, 2, 3, 4, 5, 6, 7, 8, 9}
B = {3, 6, 9}
C = {2, 4, 6, 8}
A number will be randomly selected from set A. What
is the probability that the selected number will be an
element of set B and an element of set C ?
A. 0
B. _1_
9
C. _2_
9
D. _6_
9
E. _7_
9
ACT-F12
20
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2
2
DO YOUR FIGURING HERE.
Use the following information to answer
questions 28–30.
number of seeds
In a science class, students measured the weights, in
pounds, of 23 pumpkins and counted the seeds in each
pumpkin. A scatterplot of the data is shown below. To the
nearest pound, the average weight of these pumpkins was
10 pounds, and the average number of seeds per pumpkin
was 444 seeds. An equation of the regression line of best
fit is y = 15x + 294, where x is the weight, in pounds, and y
is the number of seeds.
y
800
600
400
200
0
0 5 10 15 20 25 30 35 x
weight (pounds)
28. According to the regression line of best fit, what is the
predicted number of seeds for a pumpkin weighing
27 pounds?
F. 309
G. 336
H. 405
J. 699
K. 714
29. When one of the pumpkins is removed from the group
of 23 pumpkins, the average number of seeds per
pumpkin for the remaining 22 pumpkins is 10 fewer
than it was for all 23 pumpkins. How many seeds are
in the removed pumpkin?
A. 224
B. 434
C. 454
D. 516
E. 664
30. An object that weighs 1 pound on Earth has a mass of
0.45 kilograms. What is the mass, to the nearest
0.1 kilogram, of a pumpkin that weighs the same as the
average weight of the 23 pumpkins?
F. 04.5
G. 10.4
H. 14.9
J. 22.2
K. 51.1
ACT-F12
21
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2
2
DO YOUR FIGURING HERE.
31. Let n be any even number greater than or equal to 4.
Which of the 3 expressions below must be equal to an
even number?
_n_ , 2n, å
n
2
A.
_n_ only
2
B. 2n only
C. å
n only
D. 2n and å
n only
E. _n_ , 2n, and å
n
2
32. A vertical radio tower stands on level ground. From a
point 200 feet along level ground from the base of the
tower, the angle of elevation to the top of the tower is
50°. Which of the following values is closest to the
height, in feet, of the radio tower?
(Note: sin,50° ≈ 0.77, cos,50° ≈ 0.64, tan,50° ≈ 1.20)
F. 150
G. 170
H. 240
J. 260
K. 310
33. In the figure below, the measure of ∠ABC is 87°, the
measure of ∠ABE is 68°, and the measure of ∠DBC is
52°. What is the measure of ∠DBE ?
A
D
A.
B.
C.
D.
E.
E
19°
29°
33°
35°
54°
B
C
34. Consider the number 630.6 × 10a, where a is an integer.
What is scientific notation for this number?
F.
G.
H.
J.
K.
ACT-F12
6.306
6.306
6.306
6.306
6.306
10a − 2
× 10 a − 1
× 10 a
× 10 a + 1
× 10 a + 2
×
22
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2
2
DO YOUR FIGURING HERE.
Use the following information to answer
questions 35–37.
RunOnline sells shoes and accessories to members and
nonmembers of their club. Members are charged a onetime
fee of $40 in order to pay the member price. The
nonmember and member prices of certain items are given
below.
Item
Nonmember
price
Member
price
Pair of shoes
Hat
Water bottle
Workout bag
$100
$012
$015
$027
$90
$10
$14
$20
All given prices include tax and shipping. Last year,
RunOnline had a total of 1,000 customers. Of those
customers, 25% were members.
35. Ed and Sarah both bought p pairs of shoes from
RunOnline. Ed is a member and Sarah is a nonmember.
Ed’s total cost, including the onetime fee, was equal to
Sarah’s total cost. What is p ?
A. 02
B. 04
C. 05
D. 08
E. 10
36. From RunOnline, a nonmember purchased a total of
5 items: 2 hats, 2 water bottles, and 1 workout bag.
Which of the following dollar amounts is closest to the
mean cost per item purchased by this nonmember?
F. $12
G. $15
H. $16
J. $18
K. $27
37. RunOnline is currently selling 100 water bottles to
members each year. It was predicted that for every
$0.50 decrease in the member price, RunOnline will
sell 10 more water bottles to members each year.
RunOnline decides to lower the member price to $10
per water bottle. Based on the prediction and excluding
the onetime fee, what will be the total revenue from
water bottles sold to members the year following the
price reduction?
A. $1,000
B. $1,100
C. $1,400
D. $1,800
E. $2,520
ACT-F12
23
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2
2
DO YOUR FIGURING HERE.
38. Which of the following expressions is equivalent to
(2x)6(10y2) ?
F.
G.
H.
J.
K.
0,020x6y2
0,200x6y2
0,240x6y2
0,640x6y2
6,400x6y2
39. The vertices of nPQR are given in the standard (x,y)
coordinate plane below. What is the area, in square
coordinate units, of nPQR ?
y
P(8,10)
A.
B.
C.
D.
E.
18
21
36
40
42
Q(8,4)
R(1,2)
O
x
40. Which of the following expressions is undefined?
F.
tan(0)
G. tan(π)
1 _
H. _______
1 22
sin − _π_
J.
1 _
_____
cos(0)
1 _
K. _____
sin(0)
41. Given that i is the imaginary unit, which of the
following numbers is equal to (4 + 3i) 2 ?
A.
B.
C.
D.
E.
07
25
07 + 24i
08 + 06i
25 + 24i
42. Given that f (x) = x 2 − 5x + 6 and g(x) = x 2 − 7x − 10,
what is g_ f (−1)+ ?
F. −55
G. −24
H. 20
J.
21
K. 50
ACT-F12
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2
2
DO YOUR FIGURING HERE.
43. For all nonzero values of x and y, which of the
9x 3y2 xy2
following expressions is equal to _____ · ____4 ?
3y
2x
3
3y__
__
A.
2
3y3
B. ____
2x
9y3
C. ____
5
6
6x__
D. __
y
E. 6x11
44. In a 73-member choir of only altos and sopranos, there
are 19 more altos than sopranos. What is the ratio of
altos to sopranos?
F. 27:46
G. 27:73
H. 46:27
J. 46:73
K. 54:19
45. A drum contains 40 liters of a 6% potassium bromide
solution. This solution is mixed with 80 liters of pure
water to produce a new potassium bromide solution.
What percent of the new solution is potassium
bromide?
A. 02%
B. 03%
C. 06%
D. 08%
E. 12%
46. Given that sin,θ = _2_ , which of the following values is
3
a possible value of cos,θ ?
_1_
9
_
G. 1_
3
H. _5_
9
å5_
___
J.
9
å
K. ___5_
3
F.
47. A certain rectangle in the standard (x,y) coordinate
plane has a length of 7 coordinate units and a width of
5 coordinate units. The point (0,0) is in the interior of
this rectangle. Two vertices of this rectangle are at
(3,2) and (3,−3). What is the x-coordinate of the other
2 vertices?
A. −4
B. −3
C. −2
D. 08
E. 10
ACT-F12
25
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2
2
DO YOUR FIGURING HERE.
48. Two nonvertical parallel lines in the standard (x,y)
coordinate plane have the equations y = m 1x + b 1 and
y = m2x + b2. The 2 lines are not coincident. Which of
the following assertions must be true?
I.
II.
III.
IV.
F.
G.
H.
J.
K.
b1 = b2
b1 ≠ b2
m1 = m2
m1 ≠ m2
I only
III only
I and III only
I and IV only
II and III only
49. The function f (x) when graphed in the standard (x,y)
coordinate plane has the features below:
I. One of its intercepts is located at (−3,0).
II. f (x) increases for all x > 3.
III. f (x) is not defined for x = −2.
One of the following is the graph of f (x). Which one?
A.
y
D.
6
3
−6 −3 O
−3
−6
B.
3 6 x
−3 −2 −1 O
y
4
E.
2
4 x
x
y
20
−4 −2 O
−10
2
4 x
−20
−4
C.
1 2
10
2
−4 −2 O
−2
y
4
3
2
1
y
8
4
−8 −4 O
−4
4 8
x
−8
ACT-F12
26
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2
2
DO YOUR FIGURING HERE.
50. In nPQR shown below, r = 8 meters, p = 10 meters,
and the measure of ∠Q is 120°. The solution of which
of the following equations gives the length q in
meters?
Q
120°
p = 10
r=8
P
q
R
(Note: For a triangle with sides of length a, b,
and c that are opposite angles ∠A, ∠B, and
∠C, respectively,
2
2
sin ∠A_
sin ∠B_
sin ∠C_
______
= ______
= ______
a
b
c
and
2
c = a + b − 2ab cos,∠C.)
sin q
8_
_____
= __
120
10
sin 120°
8_
G. _______
= __
q
10
sin _10°
sin 8°
__ = ____
__
H. ____
q
120
F.
J.
1202 = 82 + 102 − 2(8)(10) cos,q
K. q2 = 82 + 102 − 2(8)(10) cos,120°
51. Consider the 4 expressions below, where m and n are
distinct integers greater than 2.
m _ _m_ ____
m−1
____
, , m _ , _____
n−1 n n+1
n
If it can be determined, which of the 4 expressions
must have the greatest value?
m
A. _____
n−1
B. 0 _m_
n
m
C. _____
n+1
m−1
D. _____
n
E. Cannot be determined from the given information
52. The original price of an item was decreased by 20%.
The 1st reduced price was decreased by 20% and then
that 2nd reduced price was decreased by 50%. The
price that resulted from these 3 decreases was what
percent less than the original price?
F. 10%
G. 32%
H. 68%
J. 90%
K. 98%
ACT-F12
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2
2
DO YOUR FIGURING HERE.
53. A particular company produces 500 computers a day.
For 20 days the number of defective computers
produced each day was recorded, and the results were
placed in the table below.
Number of
defective
computers
Number of
days
0
1
2
3
14
04
01
01
Based on this data, on average over a long period of
time, what is the expected number of defective
computers produced on any given day?
A. 0.45
B. 0.75
C. 1
D. 1.5
E. 2.25
54. One of the following equations is an equation of the
circle graphed in the standard (x,y) coordinate plane
below. Which one is it?
y
F.
G.
H.
J.
K.
x2 + y2 = 1
x2 + y2 − 2x = 1
x2 + y2 − 2y = 1
x2 + y2 + 2x = 1
x2 + y2 + 2y = 1
O
x
55. Aman left his bicycle at his friend’s house last night.
Today, he decided to walk from home to his friend’s
house, visit, and then ride the bicycle back home along
the same route he walked. Aman walked at 3 mph,
visited for 1.5 hours, and then rode the bicycle at
8 mph. Aman arrived home 3 hours after he started
walking. Which of the following values is closest to
the number of miles Aman walked?
A. 2.3
B. 3.3
C. 4.1
D. 4.5
E. 8.3
56. Points A(8,5) and C(−4,11) lie in the___
standard (x,y)
coordinate plane. Point B lies on AC such that
AB:BC = 1:2. What are the coordinates of B ?
F.
G.
H.
J.
K.
ACT-F12
(−8,13)
( 0,09)
( 2,08)
( 3,06)
( 4,07)
28
GO ON TO THE NEXT PAGE.
2
2
DO YOUR FIGURING HERE.
57. The ratio of a to b is 3 to 1, and the ratio of b to c is
2a + 3b
___ ?
6 to 1. What is the value of _____
4b + 3c
A. _1_
3
9_
__
B.
22
C. _8_
9
D.
2
24_
E. __
7
58. In the 3 equations below, A, B, and C are positive real
numbers. Each equation will be graphed in the
standard (x,y) coordinate plane. Which of the
following equations will result in lines that have a
negative slope?
I. Ax + By = C
II. Ax − By = C
III. −Ax − By = C
F. I only
G. II only
H. III only
J. I and II only
K. I and III only
_x_
59. The function f (x) = 5 2 has an inverse function, f −1(x),
defined for all x > 0 by which of the following
expressions?
2__
A. ____
log x
5
B.
1 ___
_____
(log5 x)2
C. 0 (log5 x)2
D. _1_ log5 x
2
E. 02 log5 x
60. Rectangle P has an area of 24 square inches.
Rectangle Q has a perimeter of 24 inches. The ratio of
the area of Rectangle P to the area of Rectangle Q is
2:3. Which of the quantities below can be determined
from just the given information?
I. The perimeter of Rectangle P
II. The area of Rectangle Q
III. The ratio of the perimeter of Rectangle P to
the perimeter of Rectangle Q
F. I only
G. II only
H. III only
J. I and II only
K. I, II, and III
END OF TEST 2
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO THE PREVIOUS TEST.
ACT-F12
29
3
3
READING TEST
35 Minutes—40 Questions
DIRECTIONS: There are several passages in this test.
Each passage is accompanied by several questions.
After reading a passage, choose the best answer to each
question and fill in the corresponding oval on your
answer document. You may refer to the passages as
often as necessary.
Passage I
LITERARY NARRATIVE: This passage is adapted from the
short story “Janus” by Ann Beattie (©1985 by The New Yorker
Magazine, Inc.).
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The bowl was perfect. Perhaps it was not what
you’d select if you faced a shelf of bowls, and not the
sort of thing that would inevitably attract a lot of attention at a crafts fair, yet it had real presence. It was as
predictably admired as a mutt who has no reason to suspect he might be funny. Just such a dog, in fact, was
often brought out (and in) along with the bowl.
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Andrea was a real-estate agent, and when she
thought that some prospective buyers might be doglovers, she would drop off her dog at the same time she
placed the bowl in the house that was up for sale. She
would put a dish of water in the kitchen for Mondo,
take his squeaking plastic frog out of her purse and
drop it on the floor. He would pounce delightedly, just
as he did every day at home, batting around his favorite
toy. The bowl usually sat on a coffee table, though
recently she had displayed it on top of a pine blanket
chest and on a lacquered table. It was once placed on a
cherry table beneath a glorious still-life painting, where
it held its own.
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Everyone who has purchased a house or who has
wanted to sell a house must be familiar with some of
the tricks used to convince a buyer that the house is
quite special: a fire in the fireplace in early evening;
jonquils in a pitcher on the kitchen counter, where no
one ordinarily has space to put flowers; perhaps the
slight aroma of spring, made by a single drop of scent
vaporizing from a lamp bulb.
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The wonderful thing about the bowl, Andrea
thought, was that it was both subtle and noticeable—a
paradox of a bowl. Its glaze was the color of cream and
seemed to glow no matter what light it was placed in.
There were a few bits of color in it—tiny geometric
flashes—and some of these were tinged with flecks of
silver. They were as mysterious as cells seen under a
microscope; it was difficult not to study them, because
they shimmered, flashing for a split second, and then
resumed their shape. Something about the colors and
their random placement suggested motion. People who
liked country furniture always commented on the bowl,
ACT-F12
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but then it turned out that people who felt comfortable
with opulence loved it just as much. But the bowl was
not at all ostentatious, or even so noticeable that anyone
would suspect that it had been put in place deliberately.
They might notice the height of the ceiling on first
entering a room, and only when their eye moved down
from that, or away from the refraction of sunlight on a
pale wall, would they see the bowl. Then they would go
immediately to it and comment. Yet they always faltered when they tried to say something. Perhaps it was
because they were in the house for a serious reason, not
to notice some object.
Once, Andrea got a call from a woman who had
not put in an offer on a house she had shown her. That
bowl, she said—would it be possible to find out where
the owners had bought that beautiful bowl? Andrea pretended that she did not know what the woman was
referring to. A bowl, somewhere in the house? Oh, on a
table under the window. Yes, she would ask, of course.
She let a couple of days pass, then called back to say
that the bowl had been a present and the people did not
know where it had been purchased.
She was sure that the bowl brought her luck. Bids
were often put in on houses where she had displayed
the bowl. Sometimes the owners, who were always
asked to be away or to step outside when the house was
being shown, didn’t even know that the bowl had been
in their house. Once—she could not imagine how—she
left it behind, and then she was so afraid that something
might have happened to it that she rushed back to the
house and sighed with relief when the owner opened
the door. The bowl, Andrea explained—she had purchased a bowl and set it on the chest for safekeeping
while she toured the house with the prospective buyers,
and she . . . She felt like rushing past the frowning
woman and seizing her bowl. The owner stepped aside.
In the few seconds before Andrea picked up the bowl,
she realized that the owner must have just seen that it
had been perfectly placed, that the sunlight struck the
bluer part of it. Her pitcher had been moved to the far
side of the chest, and the bowl predominated. All the
way home, Andrea wondered how she could have left
the bowl behind. It was like leaving a friend at an
outing—just walking off. Sometimes there were stories
in the paper about families forgetting a child somewhere and driving to the next city. Andrea had only
gone a mile down the road before she remembered.
GO ON TO THE NEXT PAGE.
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3
1. The point of view from which the passage is told is
best described as that of a:
A. first person narrator, present in the action, who
relates events as they happen.
B. first person narrator, not present in the action, who
relates events that happened in the past.
C. third person narrator, present in the action, who
relates the thoughts and feelings of many
characters.
D. third person narrator, not present in the action,
who relates the thoughts and feelings of primarily
one character.
6. According to the passage, the random placement of
colors in the bowl’s glaze creates a surface that:
F. acts as a mirror.
G. seems to move.
H. appears cracked in the sunlight.
J. scatters prisms on the walls of a room.
7. One main point of the fifth paragraph (lines 53–62) is
that:
A. Andrea’s bowl sometimes attracts more interest
than does the home for sale itself.
B. Andrea’s bowl does not actually belong to her, but
she hopes to find its owner.
C. Andrea is often asked about the bowl when a client
puts in an offer on a house.
D. Andrea sometimes forgets in which room in a
house she has placed the bowl.
2. The passage as a whole can best be described as an
exploration of the:
F. career of a real estate agent and the agent’s typically mundane transactions with clients.
G. special glaze on a bowl and why the glaze makes
the bowl both subtle and noticeable.
H. perceived perfection of an object and that object’s
effect on people.
J. problems that can result from a person’s unyielding focus on obtaining material goods.
8. In the passage, the admiration the bowl receives is
directly compared to the admiration received by:
F. a mutt.
G. a plastic frog.
H. a cherry table.
J. the aroma of spring.
3. The passage most strongly suggests that a useful characteristic of the bowl, in terms of Andrea’s purpose for
the object, is the bowl’s:
A. universal appeal.
B. famous designer.
C. ostentatious look.
D. commercial availability.
9. The passage suggests that one reason prospective home
buyers have difficulty sharing their thoughts about the
bowl is they realize that:
A. they are not visiting the home for the purpose of
noticing decorative objects.
B. they do not want to reveal that they have the financial means to buy the bowl.
C. Andrea might start talking about the bowl instead
of discussing the home that is for sale.
D. Andrea might find the bowl even more intriguing
than they do.
4. In lines 53–75, Andrea responds to an inquiry about
her bowl and explains why her bowl was placed in a
client’s home with statements that can both best be
described as:
F. vague generalizations.
G. absolute truths.
H. half-truths.
J. lies.
10. Which of the following statements provides the best
summary of the events portrayed in the sentences in
lines 77–81?
F. The homeowner, first noticing the bowl, explains
to Andrea that she thinks the bowl is enchanting.
G. Andrea imagines the homeowner’s sudden realization of Andrea’s deliberate and perfect placement
of the bowl.
H. The homeowner tells Andrea that she thinks the
bowl had been perfectly placed, even though
Andrea had moved a pitcher.
J. Andrea determines the reason that the homeowner
had not noticed the bowl on the chest.
5. In the passage, Andrea is characterized as believing
that compared to most tricks used by real estate agents
to impress potential buyers, her trick of placing the
bowl in a home is:
A. more humorous to potential buyers.
B. more obvious to potential buyers.
C. less familiar to potential buyers.
D. less enticing to potential buyers.
ACT-F12
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3
Passage II
SOCIAL SCIENCE: This passage is from the book The Botany
of Desire: A Plant’s-Eye View of the World by Michael Pollan.
55
Originally cultivated in the Ottoman Empire, tulips were introduced to Europe at the end of the sixteenth century and
became wildly popular in the seventeenth century.
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One crucial element of the beauty of the tulip that
intoxicated the Dutch, the Turks, the French, and the
English has been lost to us. To them the tulip was a
magic flower because it was prone to spontaneous and
brilliant eruptions of color. In a planting of a hundred
tulips, one of them might be so possessed, opening to
reveal the white or yellow ground of its petals painted,
as if by the finest brush and steadiest hand, with intricate feathers or flames of a vividly contrasting hue.
When this happened, the tulip was said to have
“broken,” and if a tulip broke in a particularly striking
manner—if the flames of the applied color reached
clear to the petal’s lip, say, and its pigment was brilliant
and pure and its pattern symmetrical—the owner of that
bulb had won the lottery. For the offsets of that bulb
would inherit its pattern and hues and command a fantastic price. The fact that broken tulips for some
unknown reason produced fewer and smaller offsets
than ordinary tulips drove their prices still higher.
Semper Augustus was the most famous such break.
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The closest we have to a broken tulip today is the
group known as the Rembrandts—so named because
Rembrandt painted some of the most admired breaks of
his time. But these latter-day tulips, with their heavy
patterning of one or more contrasting colors, look
clumsy by comparison, as if painted in haste with a
thick brush. To judge from the paintings we have of the
originals, the petals of broken tulips could be as fine
and intricate as marbleized papers, the extravagant
swirls of color somehow managing to seem both bold
and delicate at once. In the most striking examples—
such as the fiery carmine that Semper Augustus
splashed on its pure white ground—the outbreak of
color juxtaposed with the orderly, linear form of the
tulip could be breathtaking, with the leaping, wayward
patterns just barely contained by the petal’s edge.
85
By the 1920s the Dutch regarded their tulips as
commodities to trade rather than jewels to display, and
since the virus weakened the bulbs it infected (the
reason the offsets of broken tulips were so small and
few in number), Dutch growers set about ridding their
fields of the infection. Color breaks, when they did
occur, were promptly destroyed, and a certain peculiar
manifestation of natural beauty abruptly lost its claim
on human affection.
I can’t help thinking that the virus was supplying
something the tulip needed, just the touch of abandon
the flower’s chilly formality called for. Maybe that’s
why the broken tulip became such a treasure in
seventeenth-century Holland: the wayward color loosed
on a tulip by a good break perfected the flower, even as
the virus responsible set about destroying it.
On its face the story of the virus and the tulip
would seem to throw a wrench into any evolutionary
understanding of beauty.
Excerpt from THE BOTANY OF DESIRE: A PLANT’S-EYE VIEW OF
THE WORLD by Michael Pollan, copyright © 2001 by Michael Pollan.
Used by permission of Random House, an imprint and division of Penguin Random House LLC. All rights reserved.
Anna Pavord recounts the extraordinary lengths to
which Dutch growers would go to make their tulips
break, sometimes borrowing their techniques from
alchemists, who faced what must have seemed a comparable challenge. Over the earth above a bed planted
with white tulips, gardeners would liberally sprinkle
paint powders of the desired hue, on the theory that
rainwater would wash the color down to the roots,
where it would be taken up by the bulb. Charlatans sold
recipes believed to produce the magic color breaks;
pigeon droppings were thought to be an effective agent,
as was plaster dust taken from the walls of old houses.
Unlike the alchemists, whose attempts to change base
metals into gold reliably failed, now and then the
would-be tulip changers would be rewarded with a good
break, inspiring everybody to redouble their efforts.
ACT-F12
What the Dutch could not have known was that a
virus was responsible for the magic of the broken tulip,
a fact that, as soon as it was discovered, doomed the
beauty it had made possible. The color of a tulip actually consists of two pigments working in concert—a
base color that is always yellow or white and a second,
laid-on color called an anthocyanin; the mix of these
two hues determines the unitary color we see. The virus
works by partially and irregularly suppressing the
anthocyanin, thereby allowing a portion of the underlying color to show through. It wasn’t until the 1920s,
after the invention of the electron microscope, that scientists discovered the virus was being spread from tulip
to tulip by Myzus persicae, the peach potato aphid.
Peach trees were a common feature of seventeenthcentury gardens.
11. The main purpose of the passage is to:
A. highlight changes in the flower industry from the
seventeenth century through today.
B. examine the way certain plants have been represented in art over the centuries.
C. provide an overview of plant viruses and the way
they affect the flower market.
D. explain a particular flower variation and how it has
been perceived historically.
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12. The main point of the second paragraph (lines 21–36)
is that:
F. modern Rembrandt tulips have been painted by
many of today’s most famous artists.
G. compared to seventeenth-century broken tulips,
today’s multicolored tulips are less visually
appealing.
H. the tulip break known as Semper Augustus was a
striking example of the seventeenth-century
broken tulip.
J. Rembrandt was responsible for painting the most
famous tulip breaks of his time.
17. It can reasonably be inferred from the passage that one
group of modern multicolored tulips was named after
Rembrandt to:
A. highlight Rembrandt’s status in the Dutch tulip
trade.
B. reassure consumers about the health of the modern
tulips.
C. favorably compare the modern tulips to the broken
tulips in Rembrandt’s paintings.
D. indicate that the modern tulips are identical to the
tulips Rembrandt grew.
13. It can reasonably be inferred from the passage that
some seventeenth-century tulip growers believed tulip
breaks were mainly caused by:
A. suppliers’ storage conditions.
B. diseased tulip bulbs.
C. certain growing techniques.
D. certain weather patterns.
18. In the passage, the author compares broken tulips as
they are represented in Rembrandt’s paintings to:
F. peach-tree blossoms.
G. paint powders sprinkled on the ground.
H. a painting hastily done with a thick brush.
J. intricately marbleized papers.
14. The information in lines 56–63 primarily functions to:
F. describe the range of potential tulip colors.
G. explain how the color variation in a broken tulip
occurs.
H. argue that yellow and white are the only natural
tulip colors.
J. indicate why broken tulips contain no anthocyanin.
15. The sixth paragraph (lines 78–84) differs from the rest
of the passage in that it:
A. questions whether the virus that caused broken
tulips was harmful to bulbs.
B. argues that growers should have dealt with broken
tulips differently.
C. challenges the idea that broken tulips were
beautiful.
D. presents a personal meditation on broken tulips.
19. The passage author most likely mentions that peach
trees were a staple of seventeenth-century gardens to:
A. highlight a crop favored by growers who did not
cultivate tulips.
B. emphasize that peach trees are not as popular in
gardens today.
C. explain how peach potato aphids spread the tulip
virus.
D. compare tulips to another popular seventeenthcentury crop.
16. According to the passage, in the seventeenth century,
the fact that broken tulip bulbs tended to produce fewer
and smaller offsets compared to typical tulip bulbs
resulted in:
F. a decrease in the demand for broken tulips.
G. a fear among growers that broken tulips were
diseased.
H. an increase in prices for broken tulips.
J. a desire among growers to plant a wider variety of
crops.
20. As it is used in line 79, the word abandon most nearly
means:
F. uninhibitedness.
G. relinquishment.
H. retreat.
J. denial.
ACT-F12
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3
Passage III
Passage B by Steve Stoute
HUMANITIES: Passage A is from the book Foundation:
B-Boys, B-Girls, and Hip-Hop Culture in New York by
Joseph G. Schloss. Passage B is from the book The Tanning of
America: How Hip-Hop Created a Culture That Rewrote the
Rules of the New Economy by Steve Stoute.
50
Passage A by Joseph G. Schloss
The term b-boying refers to break dancing.
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In the first sense of the term, hip-hop refers collectively to a group of related art forms in different media
(visual, sound, movement) that were practiced in AfroCaribbean, African American, and Latino neighborhoods in New York City in the 1970s. The term, when
used in this sense, also refers to the events at which
these forms were practiced, the people who practiced
them, their shared aesthetic sensibility, and contemporary activities that maintain those traditions.
60
Perhaps the most important aspect of this variety
of hip-hop is that it is unmediated, in the sense that
most of the practices associated with it are both taught
and performed in the context of face-to-face interactions between human beings. To some degree, this constitutes an intentional rejection of the mass media by its
practitioners, but to a great extent it is just the natural
result of the practices themselves. Activities like
b-boying and graffiti writing are simply not well suited
to the mass media. Although in both cases, brief
attempts were made to bring these forms of expression
into mainstream contexts (b-boying in a series of lowbudget “breaksploition” movies in the early 1980s and
graffiti as part of a short-lived gallery trend around the
same time), neither developed substantially in those
environments. This, it has been suggested, was not so
much because the forms lacked appeal, but because—
on an economic level—b-boying was an advertisement
with no product. This reality is reflected in the phrase
that is often used to refer to this branch of hip-hop:
“hip-hop culture,” which suggests something that is
lived rather than bought and sold.
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The second sense of the term hip-hop refers to a
form of popular music that developed, or was developed, out of hip-hop culture. This hip-hop, also known
as “rap music,” resulted from the interaction between
hip-hop culture and the preexisting music industry. As
we would expect, this hip-hop features elements of both
sensibilities. My students are often surprised when I
point out that, even when hip-hop lyrics seem to reject
every aspect of mainstream culture and morality, the
one thing they almost never reject is a strict 16-bar
verse structure derived from Tin Pan Alley pop music.
But this should not be surprising. This hip-hop, in contrast to hip-hop culture, is deeply intertwined with the
mass media and its needs, largely because it does have
a product: records, CDs, MP3s, and ringtones.
ACT-F12
It wasn’t until I was nine years old, late in 1979,
that I even heard the words “hip” and “hop” strung
together or was able to grasp the notion of what being a
rapper actually meant. That was when, fatefully, I heard
a record that changed my life (and pop culture) forever.
Like it’s yesterday, I can still remember that
moment over at my aunt’s home in Brooklyn—where it
seemed there was always a party under way with relatives and neighbors hanging out, a great spread of food,
and new, hot music on the record player. Most stereo
systems in those days could be adapted for the single
two-sided records that were smaller and had the big
hole in the middle (45 RPM) as well as the bigger
records with the small holes (331⁄3 RPM)—which were
the full albums that had several songs on each side.
But as the intro plays to what I recognize as “Good
Times” by the group Chic and I’m drawn into the living
room because it’s a familiar hit song from the previous
summer, I encounter a record on the turntable that
defies categorization. Instead of the sweet female lead
vocals of that disco smash, I hear something totally different and spot a baby-blue label on the black vinyl
record I’ve never seen before. Even though it’s a
twelve-inch disc, the size of an album, as I listen to the
rhyming words being spoken—“Singin’ on ’n’ ’n’ on ’n’
on / The beat don’t stop until the break of dawn /
Singin’ on ’n’ ’n’ on ’n’ on on ’n’ on / Like a hot
buttered a pop da pop da pop dibbie dibbie pop da pop
pop / Ya don’t dare stop”—it hits me that this entire
side is one long song.
Almost fifteen minutes long as it turns out. Or, to
be exact, fourteen minutes and thirty-six seconds of
pure fun laid over the thumping bass beat from the
break of “Good Times” with sing-along words easy to
remember and repeat. The record, I discover, is by an
unknown group, the Sugarhill Gang, and is called
“Rapper’s Delight.”
From then on, nobody ever has to tell me what rap
is. It’s whatever words are spoken, chanted, or talksung, or whatever philosophies, stories, or ideas are
espoused, by the house party Master of Ceremonies.
Passage A: FOUNDATION: B-BOYS, B-GIRLS, AND HIP-HOP CULTURE IN NEW YORK by Schloss (2009) 397w from pp.4-5. By permission of Oxford University Press, USA.
Passage B: “Chapter 1: Walk This Way”, copyright © 2011 by Steve
Stoute, from THE TANNING OF AMERICA by Steve Stoute, with Mim
Eichler Rivas. Used by permission of Gotham Books, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC.
34
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26. In the context of Passage B, the main point of the third
paragraph (lines 62–76) is that the author was:
F. struck by the combination of new and established
musical elements in the music he was hearing.
G. uncomfortable with what he viewed as an unwelcome change to a favorite song.
H. more interested in an unfamiliar album label than
in the new music that was playing.
J. convinced that the new form of music he was hearing would become more popular than disco.
Questions 21–24 ask about Passage A.
21. According to Passage A, one reason elements of hiphop culture such as b-boying are rarely represented in
mass media is that these art forms:
A. have never been brought to the public’s attention.
B. are not bought and sold as products.
C. do not appeal to young people.
D. declined in popularity after the 1970s.
22. Based on information in Passage A, it can reasonably
be inferred that the term “hip-hop”:
F. strictly refers to a form of musical expression.
G. strictly refers to a current form of cultural
expression.
H. can refer to more than one form of artistic
expression.
J. refers to a commercially unsuccessful cultural
phenomenon.
27. Based on Passage B, it can reasonably be inferred that
the author views his first exposure to rap music as:
A. memorable but ultimately not very important.
B. significant for his childhood but less so for his
adulthood.
C. a transformative experience.
D. a disappointing experience.
23. As it is used in line 38, the word sensibilities most
nearly means:
A. emotions.
B. sensitivities.
C. perspectives.
D. feelings of gratitude.
Questions 28–30 ask about both passages.
28. Compared to Passage A, Passage B focuses more on:
F. early hip-hop’s interaction with the marketplace.
G. attempts to move hip-hop art into galleries.
H. the mass media.
J. the author’s personal experience.
24. Based on Passage A, which statement best captures the
relationship between Tin Pan Alley pop music and rap
music?
F. Rap artists have rejected every aspect of Tin Pan
Alley pop.
G. Rap artists have been aware of Tin Pan Alley pop
but not influenced by it.
H. Tin Pan Alley pop developed at the same time as
rap.
J. Tin Pan Alley pop has influenced many rap artists.
Questions 25–27 ask about Passage B.
29. Which of the following elements of Passage B is not
included in Passage A?
A. A story involving a particular rap song
B. A discussion of the early days of hip-hop
C. A mention of the New York City area in the context of hip-hop
D. An acknowledgment of rap’s interaction with other
musical forms
25. Which of the following details does the author of Passage B highlight as one that caused “Rapper’s Delight”
to stand out as different compared to other songs he
knew?
A. The song’s intro
B. The length of the song
C. The female vocals
D. The fact that the song was on a vinyl record
30. The authors of both passages would most likely agree
with the idea that early rap music:
F. represented artists’ rejection of the music industry
and its practices.
G. represented a significant development in American
popular culture.
H. was more popular than today’s rap music.
J. was slow to find an audience.
ACT-F12
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Passage IV
55
NATURAL SCIENCE: This passage is from the article “The
Rise and Fall of the Living Fossil” by Ferris Jabr.
The term “living fossil” refers to creatures that had emerged
long ago and seemed to have stopped evolving.
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Like all living fossils, crocodiles were thought to
have emerged in the distant past and then stayed largely
unchanged. The standard theory held that the crocodilian species we know today originated in Africa during
the Cretaceous (145 to 66 million years ago), when the
seven continents were much closer together. As the
continents drifted apart, the crocodilians went with
them, explaining how they ended up in a band of tropics
encircling the globe. If that were true, then modern
crocodilian species should be very different from one
another at the level of genes and molecules, because
there would have been more than enough time for substantial mutations to accumulate. By the 1990s, however, molecular analysis revealed that immune system
molecules conserved across living crocodilian species
were remarkably similar in structure and behavior.
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Intrigued by this puzzle, a post-doctoral research
fellow at the University of Washington named Jamie
Oaks began collecting DNA samples from all 23 living
crocodilian species, comparing sections of the genome
where mutations were most likely to have appeared.
Although the fossil record had confirmed that ancient
crocodilians were more diverse than previously realized, it also demonstrated that, on the whole, crocodilians were not particularly swift evolvers compared to
mammals and other vertebrates. Even accounting for
this slower-than-average evolution, Oaks did not find
nearly as many differences between the modern crocodilian genomes as one would expect had those species
diverged all the way back in the Cretaceous. He concluded that modern crocodilian species split from their
last common ancestor between 8 and 13 million years
ago, not long before ancient hominins split from their
last common ancestor with chimpanzees. The living
fossil theory of crocodiles had overestimated their evolutionary age by about a factor of 10.
80
85
DNA analysis of 123 African crocodiles—as well
as 57 separate samples from museum specimens,
including crocodiles mummified in ancient Egypt—
confirmed her suspicion. In a few sections of their
respective genomes, all the mild-mannered crocs would
have one DNA sequence, and all the typical Nile crocs
another. They even had different numbers of chromosomes. “That made us very confident that there were
actually two different populations and they were not
mixing their DNA,” Hekkala says. The two different
species had diverged between 3 and 6 million years
ago: Crocodylus niloticus in the East and the smaller,
less aggressive Crocodylus suchus in the West. The vast
majority of mummified crocodiles were C. suchus, suggesting that ancient Egyptians had recognized the
difference.
Together, Hekkala, Oaks, and other scientists
helped redraw the map of how crocodilians evolved in
space and time, and conclusively removed them from
the category of living fossils.
Ferris Jabr, science writer. Originally published in Nautilus.
Oaks also noticed something odd about the DNA
samples he had acquired from the iconic Nile crocodiles (Crocodylus niloticus): they did not match up with
each other. In fact, the variation between them was
great enough to suggest that he was looking at two distinct species. If so, then not only were modern crocodiles much too young to be living fossils, but they had
also continued to speciate after diverging from their
basal ancestor—something living fossils are not supposed to do. On its own, Oaks’ study was intriguing,
but not enough to convince the larger scientific community to cleave the Nile crocodile into two species.
31. In the context of the passage, how does the analysis of
crocodilian immune system molecules relate to the
living fossil theory of crocodilian evolution?
A. The analysis confirms the living fossil theory.
B. The analysis suggests the living fossil theory is
accurate.
C. The analysis supports the living fossil theory in
some ways and does not support the theory in
other ways.
D. The analysis does not support the living fossil
theory.
Unbeknownst to him, however, a separate team of
scientists was preparing to corroborate his results. In
the early 2000s, on an excursion to Chad, the wildlife
conservationist Michael Klemens encountered some
odd little crocodiles in a desert oasis. They were so
ACT-F12
docile that he and his companions could swim beside
them without concern. He took a tissue sample from
one that had recently perished and sent it to the American Museum of Natural History in New York City,
where Evon Hekkala, an assistant professor at Fordham
University studying crocodilian diversity, sequenced its
genome. When she compared the docile croc’s DNA to
other Nile crocodiles, she noticed some rather striking
differences. She found similar reports of tame crocodiles in Mauritania, and she remembered once reading a
description by the Greek historian Herodotus of ancient
Egyptians using mellow crocodiles in temple rituals.
Could these tame crocs be an entirely distinct species?
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3
3
32. Which of the following statements best summarizes
Oaks’s analysis of Nile crocodiles’ DNA as it is presented in the third paragraph (lines 37–48)?
F. It suggested that Nile crocodiles are older than
what was previously believed, which does not support the living fossil theory of crocodiles.
G. It suggested that different species of crocodiles do
not share a basal ancestor, which the scientific
community has confirmed.
H. It suggested that the analysis was hastily done,
which prompted the scientific community to
ignore it.
J. It suggested that the DNA came from two species,
which did not support the living fossil theory of
crocodiles.
36. In the context of the passage, the statement in
lines 53–55 mainly serves to:
F. indicate that Klemens and his companions
believed that the crocodiles were diseased.
G. establish the tameness of the crocodiles in the
desert oasis.
H. suggest that Klemens and his companions suspected they were swimming with Crocodylus
niloticus.
J. indicate that the crocodiles in the desert oasis had
not yet fully matured.
37. According to the passage, after Klemens sent a tissue
sample of a perished crocodile to Hekkala, Hekkala
then:
A. estimated the crocodile’s age.
B. studied the crocodile’s immune system.
C. sequenced the crocodile’s genome.
D. identified mutations in the crocodile’s molecular
structure.
33. The main purpose of the fifth paragraph (lines 67–82)
is to:
A. describe the DNA analysis that confirmed Crocodylus niloticus and Crocodylus suchus were two
distinct species.
B. provide information on the mummification of
crocodiles that was pertinent to Hekkala’s
analysis.
C. explain how Hekkala revolutionized DNA analysis
by comparing the DNA of 123 different African
crocodiles.
D. introduce the behavioral differences between
Crocodylus niloticus and Crocodylus suchus.
38. In the context of the passage, the detail that Crocodylus niloticus and Crocodylus suchus have different
numbers of chromosomes provides support for the
claim that the two species:
F. diverged during the Cretaceous.
G. had similar diets.
H. did not evolve from the same ancestor.
J. were not mixing their DNA.
39. According to the passage, Crocodylus niloticus and
Crocodylus suchus diverged between:
A. 1 and 2 million years ago.
B. 3 and 6 million years ago.
C. 8 and 13 million years ago.
D. 66 and 145 million years ago.
34. As it is used in line 3, the word standard most nearly
means:
F. accepted.
G. moderate.
H. normal.
J. regulated.
40. Based on the passage, the phrase “redraw the map”
(line 84) is most likely meant to be read:
F. literally; scientists no longer believed crocodiles
originated in Africa.
G. literally; scientists no longer believed crocodiles
once lived in a band of tropics.
H. figuratively; scientists amended the narrative of
the natural history of crocodiles.
J. figuratively; scientists believe their findings will
have broader implications on archaeology.
35. According to the passage, molecular analysis revealed
that immune system molecules from living crocodilian
species were similar in:
A. structure and behavior.
B. color and size.
C. density and age.
D. shape and weight.
END OF TEST 3
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO A PREVIOUS TEST.
ACT-F12
37
4
4
SCIENCE TEST
35 Minutes—40 Questions
DIRECTIONS: There are several passages in this test.
Each passage is followed by several questions. After
reading a passage, choose the best answer to each
question and fill in the corresponding oval on your
answer document. You may refer to the passages as
often as necessary.
You are NOT permitted to use a calculator on this test.
Passage I
A zero-age main sequence (ZAMS) star is a star in
which the hydrogen nuclei in its core have just begun the
process of fusion (the combining of light nuclei to form
heavier nuclei). The table below shows the mass, luminosity (total power output), radius, surface temperature, core
temperature, and core density of each of 8 ZAMS stars.
Mass
(Msun*)
Luminosity
(Lsun*)
Radius
(Rsun*)
300,
150,
090,
050,
030,
01.5
01.0
00.5
140,000000,
021,000000,
004,500000,
000,630000,
000,093000,
000,005.400
000,000.740
000,000.038
6.60
4.70
3.50
2.20
1.70
1.20
0.87
0.44
Surface
Core
temperature temperature
(× 103 K†)
(× 106 K†)
440,
320,
260,
200,
140,
08.1
05.8
03.9
360,
340,
310,
270,
240,
190,
140,
09.1
Core
density
(g/cm3‡)
03.0
06.2
07.9
260,
420,
950,
890,
780,
*Solar units:
1 Msun is the present-day mass of the Sun.
1 Lsun is the present-day luminosity of the Sun.
1 Rsun is the present-day radius of the Sun.
†
kelvins
‡
grams per cubic centimeter
Table adapted from H. Kartunnen et al., Fundamental Astronomy. ©1994 by Springer-Verlag.
ACT-F12
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4
4
1. The rate at which a ZAMS star fuses hydrogen into
helium is directly proportional to the core temperature
of that star. Based on the table, is the rate of fusion
more likely greater for a 3 M sun ZAMS star or for a
9 Msun ZAMS star?
A. A 3 M sun star, because the core temperature of a
3 Msun star is higher than that of a 9 Msun star.
B. A 3 M sun star, because the core temperature of a
3 Msun star is lower than that of a 9 Msun star.
C. A 9 M sun star, because the core temperature of a
9 Msun star is higher than that of a 3 Msun star.
D. A 9 M sun star, because the core temperature of a
9 Msun star is lower than that of a 3 Msun star.
4. Based on the table, what is the approximate temperature difference between the surface of the 30 M sun
ZAMS star and the surface of the 1.5 Msun ZAMS star?
F. 17,000 K
G. 36,000 K
H. 52,000 K
J. 55,000 K
5. According to the table, what is the mass of the
ZAMS star that has a core temperature closest to
25,000,000 K ?
A. 03 Msun
B. 05 Msun
C. 09 Msun
D. 15 Msun
2. According to the table, as mass increases from 3 Msun
to 30 Msun , does radius increase or decrease, and does
core density increase or decrease?
radius
core density
F. increase
increase
G. increase
decrease
H. decrease
increase
J. decrease
decrease
6. Based on the table, what is the mass of 1 cubic meter
(1 m 3 ) of material in the core of the 1.5 M sun ZAMS
star?
(Note: 1 m3 = 1 × 106 cm3)
F. 6.2 × 103 g
G. 9.5 × 104 g
H. 6.2 × 106 g
J. 9.5 × 107 g
3. An astronomer observes a ZAMS star with a surface
temperature of 27,000 K. Based on the table, this star’s
luminosity is most likely closest to which of the following values?
A. 00,100 Lsun
B. 00,700 Lsun
C. 05,000 Lsun
D. 20,000 Lsun
ACT-F12
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4
4
Passage II
Sorghum, rapoko, and millet are 3 crops grown in a
particular region. Table 1 shows, for each of 14 growth seasons (Seasons 1−14), the yield of each crop, in metric
tons (MT).
Table 1
Yield (MT) for:
Season
sorghum
rapoko
millet
01
02
03
04
05
06
07
08
09
10
11
12
13
14
1,836
1,025
1,904
0,879
1,218
0,475
0,518
1,456
0,926
2,250
1,403
2,186
3,674
0,842
2,604
1,033
2,589
5,190
1,942
2,135
3,340
3,583
1,995
4,694
1,558
3,108
3,937
1,903
0,731
0,102
0,698
00,90
1,030
1,743
0,179
0,384
0,307
0,276
0,746
0,640
0,163
0,360
The region receives an average rainfall of 600 mm per
season. Figure 1 shows, for each of Seasons 1−14, the rainfall deviation (amount of rainfall received above or below
the average).
rainfall deviation (mm)
600
400
200
above average rainfall
below average rainfall
−200
−400
−600
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Season
Figure 1
Table and figure adapted from Farai Malvern Simba et al., “Climate Change Scenarios, Perceptions and Crop Production: A Case Study of Semi-Arid Masvingo
Province in Zimbabwe.” ©2012 by Simba FM, et al.
ACT-F12
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4
4
7. For which growth season was the amount of rainfall
received closest to the region’s average rainfall per
season?
A. Season 5
B. Season 6
C. Season 8
D. Season 14
10. The rainfall deviation in centimeters for Season 1 was
closest to which of the following values?
F. 000,0.225 cm
G. 000,2.25 cm
H. 00,22.5 cm
J. 2,250 cm
8. Season 9 and Season 11 had the same amount of rainfall, but Season 9 had more dry spells (30 days or more
with no rain) than did Season 11. Based on Table 1,
did the greater number of dry spells in Season 9 more
likely have a positive effect or a negative effect on the
yield of sorghum?
F. Positive; for sorghum, the yield for Season 9 was
greater than the yield for Season 11.
G. Positive; for sorghum, the yield for Season 11 was
greater than the yield for Season 9.
H. Negative; for sorghum, the yield for Season 9 was
greater than the yield for Season 11.
J. Negative; for sorghum, the yield for Season 11
was greater than the yield for Season 9.
11. Does Figure 1 show the variation in an abiotic factor or
a biotic factor in the region?
A. Abiotic; the crops grown in a region are a living
factor in an ecosystem.
B. Abiotic; the amount of rainfall is a nonliving
factor in an ecosystem.
C. Biotic; the crops grown in a region are a living
factor in an ecosystem.
D. Biotic; the amount of rainfall is a nonliving factor
in an ecosystem.
12. Suppose a wet season is any growth season in which
there is at least 900 mm of rainfall. Given the region’s
average rainfall and the data in Figure 1, how many of
the growth seasons, if any, would have been wet
seasons?
F. 0
G. 1
H. 6
J. 8
9. Based on Figure 1 and Table 1, for the growth season
with the least amount of rainfall, which of rapoko or
millet had the larger yield, and what was the yield for
that crop?
A. Rapoko; 1,033 MT
B. Rapoko; 1,903 MT
C. Millet; 102 MT
D. Millet; 640 MT
ACT-F12
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4
4
Passage III
Study 2
Twelve dishes were prepared using the 0.05 mg/L
aqueous solution of Drug M, as in Study 1, and were
divided equally into 4 groups.
Two studies examined how the concentration of
Drug M in water affects the accumulation of Drug M in the
bodies of a species of planarian (a freshwater flatworm)
and the swimming speed of those planarians.
Each group was incubated at 25°C for a different
period of time. At the end of a group’s incubation period,
each dish in the group was placed on top of a piece of
graph paper. The total number of gridlines crossed by each
planarian during a 4 min observation period was recorded.
The average swimming speed (the number of gridlines
crossed per minute) was then determined for each group.
Study 1
Each of 24 dishes was prepared as follows: First,
20 mL of a 0.05 mg/L aqueous solution of Drug M was
added to the dish. Next, a single 0.04 g planarian was
placed in the dish. Finally, the dish was covered with a lid.
The dishes were then divided equally into 4 groups.
These procedures were repeated for a 0.20 mg/L and
for a 1.80 mg/L aqueous solution of Drug M (see Figure 2).
Each group was incubated at 20°C for a different
period of time. At the end of a group’s incubation period, a
1-microgram (μg) tissue sample was collected from each
planarian in the group. The average biologic Drug M level
(BML, micrograms of Drug M per gram of tissue) was
determined for each group.
Key
Drug M
concentration
0.05 mg/L
0.20 mg/L
1.80 mg/L
These procedures were repeated for a 0.20 mg/L and
for a 0.50 mg/L aqueous solution of Drug M (see Figure 1).
52
48
44
40
36
32
28
24
20
16
12
8
4
0
average swimming speed
(gridlines/min)
average BML (μg/g)
Key
Drug M
concentration
0.05 mg/L
0.20 mg/L
0.50 mg/L
1
30
60
480
incubation time (min)
Figure 2
24
48
72
96
incubation time (hr)
Figures adapted from Michelle Plusquin, et al., “Physiological and Molecular
Characterization of Cadmium Stress in Schmidtea mediterranea.” ©2012 by
UBC Press.
Figure 1
ACT-F12
22
20
18
16
14
12
10
8
6
4
2
0
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4
4
13. Based on Figure 1, if an incubation time of 60 hr had
been tested in Study 1, the average BML for the
planarians incubated in the 0.20 mg/L aqueous solution of Drug M would most likely have been:
A. less than 6 μg/g.
B. between 6 μg/g and 11 μg/g.
C. between 11 μg/g and 21 μg/g.
D. greater than 21 μg/g.
16. Which of the following statements about the effect
of a Drug M concentration of either 0.05 mg/L or
1.80 mg/L on average swimming speed is consistent
with the results of Study 2 ? As incubation time
increased from 1 min through 480 min, for the planarians in a solution having a Drug M concentration of:
F. 0.05 mg/L, the average swimming speed increased
only.
G. 0.05 mg/L, the average swimming speed decreased
only.
H. 1.80 mg/L, the average swimming speed increased
and then decreased.
J. 1.80 mg/L, the average swimming speed decreased
and then increased.
14. A student hypothesized that, as the concentration of
Drug M in the solutions increased, the average BML of
the planarians would increase only. The results for how
many of the incubation times tested in Study 1 are consistent with this hypothesis?
F. 0
G. 1
H. 3
J. 4
17. Which of the following statements comparing the
designs of the 2 studies is accurate?
A. A greater number of incubation times was tested in
Study 2 than in Study 1.
B. A Drug M concentration of 1.80 mg/L was tested
in both studies.
C. More time was required to complete Study 1 than
to complete Study 2.
D. In both studies, there were 6 planarians per group.
18. In which of Studies 1 and 2, if either, was the incubation temperature varied from group to group?
F. Study 1 only
G. Study 2 only
H. Both Study 1 and Study 2
J. Neither Study 1 nor Study 2
15. Suppose that for planarians, swimming speed is
directly proportional to the concentration of a particular protein in the body tissues. Based on the results of
Study 2, for the 0.20 mg/L aqueous solution of
Drug M, which of the incubation times tested would
most likely result in the greatest average concentration
of this protein in the body tissues of the planarians?
A. 001 min
B. 030 min
C. 060 min
D. 480 min
ACT-F12
19. Consider the samples that were collected from the
organisms in Study 1. Do the cells in these samples
have nuclei, and do these cells have ribosomes?
ribosomes
nuclei
A. yes
yes
B. yes
no
C. no
yes
D. no
no
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4
4
Passage IV
Student 3
The forces exerted by photons are too weak to cause
rotation of the vanes, even when most of the air has been
removed. Instead, photons absorbed by the black side of a
vane cause that side to heat up, warming the air molecules
in contact with it. Air molecules move from the cooler
silver side to the warmer black side. This produces a
greater air pressure on the black side and, thus, causes the
vanes to rotate clockwise. The brighter the light in which
the CR is placed, the greater the temperature difference
between the 2 sides of a vane and the faster the vanes
rotate.
A Crooke’s radiometer (CR) is a sealed glass bulb,
from which most of the air has been removed, that contains
4 metal vanes mounted on a spindle. The same side of each
vane is painted black, and the other is silver. See the
diagram.
clockwise
rotation
spindle
Student 4
Student 3 is correct except that the air molecules
move from the warmer black side to the cooler silver side,
producing a greater air pressure on the silver side. This
causes the vanes to rotate counterclockwise.
vanes
glass
bulb
counterclockwise
rotation
diagram
When a CR is placed in light, the vanes rotate. For the
CR shown in the diagram, four students each provided an
explanation for the rotation and predicted the direction—
clockwise or counterclockwise—the vanes would rotate.
F.
J.
brightness of light
44
brightness of light
rotational speed
G.
rotational speed
brightness of light
Student 2
Student 1 is correct except that photons exert a greater
force when they are reflected by a material than when they
are absorbed by a material. Photons are reflected only by
the silver side of each vane, exerting a force that causes the
vanes to rotate counterclockwise.
ACT-F12
H.
rotational speed
Student 1
Photons (particles of light) exert a greater force when
they are absorbed by a material than when they are
reflected by a material. This force is weaker than air resistance, so it can cause rotation only when enough of the air
has been removed from the bulb. Photons are absorbed only
by the black side of each vane, exerting a stronger force on
that side that causes the vanes to rotate clockwise. The
brighter the light in which the CR is placed, the more photons are absorbed by the black sides and the faster the
vanes rotate.
rotational speed
20. Based on the explanation given by Student 1, which of
the following plots best shows the predicted relationship between the brightness of light and the rotational
speed of the CR vanes?
brightness of light
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4
4
21. Regardless of which student might be correct, for the
CR to function as described, which of the following
statements about the glass that composes the bulb of
the CR must be accurate? The glass must be able to:
A. prevent light from entering.
B. allow light to enter.
C. prevent heat from entering.
D. allow heat to enter.
24. Suppose that the silver sides of the vanes in the CR
shown in the diagram had been painted white instead.
Further suppose that when placed in light the vanes of
this CR still rotated. Would this finding be consistent
with the explanation given by Student 3 ?
F. Yes; the black side of each vane was likely warmer
than the white side, so the vanes should still have
rotated.
G. Yes; the black side of each vane was likely cooler
than the white side, so the vanes should still have
rotated.
H. No; the black side of each vane was likely warmer
than the white side, so the vanes should not have
rotated.
J. No; the black side of each vane was likely cooler
than the white side, so the vanes should not have
rotated.
22. In the process of thermal transpiration, gas molecules
move from a cooler area to a warmer area. Is thermal
transpiration more likely occurring in the process
described by Student 3 or in the process described by
Student 4 ?
F. Student 3; that student predicted that air molecules
would move from the cooler silver side to the
warmer black side.
G. Student 3; that student predicted that air molecules
would move from the cooler black side to the
warmer silver side.
H. Student 4; that student predicted that air molecules
would move from the cooler silver side to the
warmer black side.
J. Student 4; that student predicted that air molecules
would move from the cooler black side to the
warmer silver side.
25. Suppose that, when a photon is reflected by a surface,
it exerts twice as much force as when it is absorbed by
a surface. This information is consistent with the
explanation given by which student: Student 1 or Student 2 ?
A. Student 1; that student stated that a greater force is
exerted on the black sides of the vanes.
B. Student 1; that student stated that a greater force is
exerted on the silver sides of the vanes.
C. Student 2; that student stated that a greater force is
exerted on the black sides of the vanes.
D. Student 2; that student stated that a greater force is
exerted on the silver sides of the vanes.
23. Suppose the set of vanes in the CR shown in the diagram has a mass of m. Further suppose the students
obtain a CR that is identical to the one shown in the
diagram except that the set of vanes has a mass of 10m.
If both CRs are placed in the same light, which set of
vanes is more likely to rotate faster? The set with a
mass of:
A. m; the set with less mass would be easier to rotate.
B. m; the set with less mass would be more difficult
to rotate.
C. 10m; the set with more mass would be easier to
rotate.
D. 10m; the set with more mass would be more difficult to rotate.
ACT-F12
26. Consider the statement “The brighter the light in which
a CR is placed, the greater the kinetic energy of its
vanes.” This statement is consistent with the explanations given by which students?
F. Students 1 and 2 only
G. Students 3 and 4 only
H. Students 1, 3, and 4 only
J. Students 1, 2, 3, and 4
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4
Passage V
For each metal, the students calculated the average ΔTw and
the average ΔTm and then used those values in calculating
an average C p value. The table lists, for each metal, the
atomic number, the average experimental Cp value, and the
accepted Cp value.
The amount of heat, in joules (J), needed to raise the
temperature of 1 g of a substance by 1°C is the specific
heat (C p ) of the substance. In an experiment, students
determined the Cp of 5 metals: aluminum (Al), copper
(Cu), lead (Pb), antimony (Sb), and tin (Sn).
Cp (J/g·°C)
Experiment
The students performed 5 trials for each of the metals.
In each trial, the students performed the following steps:
Metal
Atomic
number
Average
experimental
Accepted
1. A 50.0 mL volume of H2O was placed in a beaker, and
then the beaker was placed in an ice water bath for
5 min.
Al
Cu
Pb
Sb
Sn
13
29
82
51
50
0.913
0.388
0.119
0.205
0.217
0.904
0.384
0.127
0.207
0.217
2. While the H2O was cooling, a fresh 100.0 g sample of
room-temperature pellets of the metal was measured
out.
Table adapted from Roger Barth and Michael J. Moran, “Improved Method
for Determining the Heat Capacity of Metals.” ©2014 by American Chemical
Society and Division of Chemical Education, Inc.
3. The beaker was removed from the ice water bath. A temperature probe that recorded the temperature every 0.5 s
was inserted into the beaker. Then the H2O in the beaker
was stirred for 100 s.
4. The metal sample from Step 2 was then added to the
beaker while the contents of the beaker were stirred. The
H 2O and metal were stirred for 120 s more while the
temperature probe continued recording the temperature
every 0.5 s.
27. What is the order of Pb, Sb, and Sn from the substance
with the smallest accepted Cp to the substance with the
greatest accepted Cp ?
A. Sb, Pb, Sn
B. Sb, Sn, Pb
C. Pb, Sb, Sn
D. Pb, Sn, Sb
5. The recorded temperatures were used to calculate, for
the moment the metal sample was added to the beaker,
the temperature change of the H2O (ΔTw) and the corresponding temperature change of the metal sample (ΔTm).
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4
28. How many protons are in an atom of the metal that had
an average experimental Cp of 0.217 J/g·°C ?
F. 013
G. 025
H. 050
J. 100
31. For the 5 metals tested in the experiment, as the atomic
number increased, the average experimental Cp:
A. increased only.
B. decreased only.
C. increased and then decreased.
D. decreased and then increased.
29. Which of the metals tested in the experiment had the
greatest absolute difference between the average
experimental Cp and the accepted Cp ?
A. Al
B. Sb
C. Cu
D. Pb
32. Based on the results of the experiment, the percent
error for the specific heat of Cu is best calculated using
which of the following expressions?
⎪0.388 − 0.384⎪_
_____________
× 100%
0.384
⎪0.388 − 0.384⎪
G. ______________ × 100%
0.388
F.
30. Based on the results of the experiment and additional
information from the passage, did the greatest average
ΔTw value more likely result from the trials performed
with Al or from the trials performed with Pb ?
F. Al; the metal with the greatest C p value would
have released the most heat, thereby causing the
temperature of the water to change the most.
G. Al; the metal with the smallest C p value would
have released the most heat, thereby causing the
temperature of the water to change the most.
H. Pb; the metal with the greatest C p value would
have released the most heat, thereby causing the
temperature of the water to change the most.
J. Pb; the metal with the smallest C p value would
have released the most heat, thereby causing the
temperature of the water to change the most.
ACT-F12
0.384
_
H. _____________
J.
×
100%
⎪0.388 − 0.384⎪
0.388
_____________
_ × 100%
⎪0.388 − 0.384⎪
33. Based on the experimental procedures, in each trial, a
total of approximately how many temperature values
were recorded?
A. 120
B. 220
C. 240
D. 440
47
GO ON TO THE NEXT PAGE.
4
4
6.0
Water that has a pH less than 5.5 after it has flowed
through a coal mine is classified as acid mine drainage
(AMD). AMD is produced when groundwater flowing
through the mine interacts with iron disulfide (FeS2 ) in the
rocks. When FeS2 dissolves in water, sulfate ions (SO42− )
are formed. These ions contribute to the low pH of AMD.
5.5
average pH
Passage VI
Coal combustion products (CCPs), such as the ash left
after coal is burned, can be mixed with water to produce
CCP grout (a substance similar to plaster). After a coal
mine is abandoned, the CCP grout can be injected into the
mine, where it hardens, coating all the exposed surfaces
and preventing the groundwater from coming into contact
with the rocks. A 5-year study was done to examine the
effects of injecting CCP grout into an abandoned coal
mine.
5.0
CCP grout
injection
4.5
4.0
3.5
95 95 96 96 97 97 98 98 99 99 00
19 , 19 , 19 , 19 , 19 , 19 , 19 , 19 , 19 , 19 , 20
,
1 1 1 1 1 1 1 1 1 1 1
ary July uary July uary July uary July uary July uary
u
n
n
n
n
n
n
Ja
Ja
Ja
Ja
Ja
Ja
Figure 2
Study
On January 1, 1995, 3 water samples were collected at
the location where the groundwater first entered the mine.
The samples were analyzed for SO 42− (in milligrams per
liter, mg/L), and the pH of each sample was determined.
The averaged results are shown in Table 1.
Figures adapted from Robin Lee, Leonard Rafalko, and Joseph Giacinto,
“10-Year Update on the Winding Ridge Project.” ©2008 by the Maryland
Department of Natural Resources.
Table 1
average SO42− average
(mg/L)
pH
22.6
34. According to the results of the study, did the injection
of CCP grout reduce the SO42− content of the groundwater flowing out of the mine?
F. Yes; SO42− content was much lower on January 1,
1996, than it was on July 1, 1995.
G. Yes; SO42− content was much lower on January 1,
1997, than it was on July 1, 1996.
H. No; SO42− content was much higher on January 1,
1996, than it was on July 1, 1995.
J. No; SO42− content was much higher on January 1,
1997, than it was on July 1, 1996.
6.1
On January 1, 1995, and every 6 months after that,
3 water samples were collected at the location where the
groundwater flowed out of the mine. On August 1, 1996, a
volume of CCP grout sufficient to cover all exposed rock
surfaces was injected into the mine. The average
SO42− content and pH of the groundwater samples over the
5-year period are shown in Figures 1 and 2, respectively.
average SO42− (mg/L)
1,175
35. How many months after the injection of the CCP grout
was the next set of water samples collected?
A. 2
B. 3
C. 4
D. 5
1,150
1,125
1,100
1,075
1,050
CCP grout
injection
36. Consider the description of the chemical interaction
that forms ions found in AMD. Which of FeS2 , H2O,
and SO42− would be considered a reactant, and which
of FeS2 , H2O, and SO42− would be considered a product, in this interaction?
reactant(s)
product(s)
1,025
1,000
95 95 96 96 97 97 98 98 99 99 00
19 , 19 , 19 , 19 , 19 , 19 , 19 , 19 , 19 , 19 , 20
,
1 1 1 1 1 1 1 1 1 1 1
ary July uary July uary July uary July uary July uary
u
n
n
n
n
n
n
Ja
Ja
Ja
Ja
Ja
Ja
F.
G.
H.
J.
Figure 1
ACT-F12
48
FeS2
FeS2 and H2O
SO42−
SO42− and H2O
SO42− and H2O
SO42−
FeS2 and H2O
FeS2
GO ON TO THE NEXT PAGE.
4
4
37. Which of the following statements best summarizes
the intended role of CCP grout in the coal-mining
industry?
A. To decrease the interactions between groundwater
and rock exposed by mining
B. To increase the interactions between groundwater
and rock exposed by mining
C. To prevent any groundwater from entering a mine
D. To prevent any groundwater from exiting a mine
39. If the CCP grout injection had occurred on August 1,
1997, instead of on August 1, 1996, the pH of the
groundwater flowing out of the mine on July 1, 1997,
would most likely have been closest to which of the
following?
A. 4.0
B. 4.5
C. 5.0
D. 5.5
38. Which of the following was a dependent variable in the
study?
F. Time
G. Volume of groundwater
H. SO42− content
J. Number of water samples
40. According to the description and results of the study,
before August 1, 1996, how many samples were collected at the location where groundwater flowed out of
the mine?
F. 04
G. 08
H. 10
J. 12
END OF TEST 4
STOP! DO NOT RETURN TO ANY OTHER TEST.
ACT-F12
49
Scoring Keys for Form F12
Use the scoring key for each test to score your answer document for the multiple-choice tests. Mark a “1” in the
blank for each question you answered correctly. Add up the numbers in each reporting category and enter the total
number correct for each reporting category in the blanks provided. Also enter the total number correct for each test
in the blanks provided. The total number correct for each test is the sum of the number correct in each reporting
category.
Test 1: English—Scoring Key
Reporting
Category*
Reporting
Category*
Key POW KLA CSE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
D
F
B
H
D
F
B
F
C
G
A
F
B
H
D
H
A
F
D
F
B
J
C
H
A
F
B
J
C
H
B
H
B
J
A
J
B
J
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Key POW KLA CSE
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
D
H
A
G
A
F
C
G
A
G
D
J
C
J
A
G
D
H
C
H
D
H
B
J
A
F
C
J
A
G
A
J
B
G
D
J
A
*Reporting Categories
POW = Production of Writing
KLA = Knowledge of Language
CSE = Conventions of Standard English
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Number Correct (Raw Score) for:
Production of Writing (POW)
_______
(23)
Knowledge of Language (KLA)
_______
(12)
Conventions of Standard English (CSE) _______
(40)
___
___
___
Total Number Correct for English Test _______
(POW + KLA + CSE)
(75)
___
50
Test 2: Mathematics—Scoring Key
Reporting Category*
Reporting Category*
PHM
Key
F
G
S
IES MDL
___
___
___
___
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Key
N
B
H
C
K
B
H
D
J
B
K
C
K
A
H
A
K
A
K
C
K
A
H
A
J
B
K
D
K
E
G
___
A
F
G
S
IES MDL
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
5
B
G
A
H
C
J
D
H
C
K
D
J
A
G
C
H
E
K
D
J
E
K
C
F
C
J
B
J
E
F
A
5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
N
PHM
Combine the totals of these columns and put in the blank for PHM in the box below.
*Reporting Categories
PHM = Preparing for Higher Math
N = Number & Quantity
A = Algebra
F = Functions
G = Geometry
S = Statistics & Probability
IES = Integrating Essential Skills
MDL = Modeling
Number Correct (Raw Score) for:
Preparing for Higher Math (PHM)
(N + A + F + G + S)
_______
(35)
Integrating Essential Skills (IES)
_______
(25)
Total Number Correct for Mathematics Test
(PHM + IES)
_______
(60)
Modeling (MDL)
(Not included in total number correct for
mathematics test raw score)
_______
(19)
51
Test 3: Reading—Scoring Key
Reporting
Category*
Key KID
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
D
H
A
J
C
G
A
F
A
G
D
G
C
G
D
H
C
J
C
F
CS
Reporting
Category*
IKI
___
Key KID
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
B
H
C
J
B
F
C
J
A
G
D
J
A
F
A
G
C
J
B
H
CS
IKI
*Reporting Categories
KID = Key Ideas & Details
CS = Craft & Structure
IKI = Integration of Knowledge & Ideas
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Number Correct (Raw Score) for:
Key Ideas & Details (KID)
_______
(24)
Craft & Structure (CS)
_______
(11)
Integration of Knowledge & Ideas (IKI) _______
(5)
Total Number Correct for Reading Test _______
(KID + CS + IKI)
(40)
___
Test 4: Science—Scoring Key
Reporting
Category*
Key IOD
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
C
G
C
G
A
J
B
J
A
H
B
G
C
J
D
H
C
J
A
G
SIN
EMI
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Reporting
Category*
Key IOD
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
B
F
A
F
D
J
C
H
A
F
B
F
D
G
D
G
A
H
A
J
SIN
EMI
___
*Reporting Categories
IOD = Interpretation of Data
SIN = Scientific Investigation
EMI = Evaluation of Models,
Inferences & Experimental Results
___
___
___
___
___
___
___
___
___
Number Correct (Raw Score) for:
___
___
Interpretation of Data (IOD)
___
___
___
___
___
___
___
___
52
Scientific Investigation (SIN)
Evaluation of Models, Inferences &
Experimental Results (EMI)
_______
(18)
_______
(10)
_______
(12)
Total Number Correct for Science Test _______
(IOD + SIN + EMI)
(40)
Explanation of Procedures Used to Obtain
Scale Scores from Raw Scores
ACT Test F12
On each of the four tests on which you marked any
responses, the total number of correct responses yields a raw
score. Use the table below to convert your raw scores to scale
scores. For each test, locate and circle your raw score or the
range of raw scores that includes it in the table below. Then,
read across to either outside column of the table and circle the
scale score that corresponds to that raw score. As you
determine your scale scores, enter them in the blanks provided
on the right. The highest possible scale score for each test is
36. The lowest possible scale score for any test on which you
marked any responses is 1.
Next, compute the Composite score by averaging the four
scale scores. To do this, add your four scale scores and divide
the sum by 4. If the resulting number ends in a fraction, round it
off to the nearest whole number. (Round down any fraction less
than one-half; round up any fraction that is one-half or more.)
Enter this number in the blank. This is your Composite score.
The highest possible Composite score is 36. The lowest
possible Composite score is 1.
Your Scale Score
English
_________
Mathematics
_________
Reading
_________
Science
_________
Sum of scores
_________
Composite score (sum ÷ 4)
_________
NOTE: If you left a test completely blank and marked no items,
do not list a scale score for that test. If any test was completely
blank, do not calculate a Composite score.
Raw Scores
Scale
Score
Test 1
English
Test 2
Mathematics
Test 3
Reading
Test 4
Science
Scale
Score
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
75
72-74
71
70
69
—
68
67
66
65
63-64
61-62
58-60
55-57
52-54
49-51
46-48
43-45
41-42
39-40
36-38
33-35
30-32
27-29
25-26
21-24
17-20
14-16
12-13
10-11
8-9
6-7
5
3-4
2
0-1
59-60
56-58
55
54
53
52
50-51
49
47-48
45-46
42-44
40-41
38-39
36-37
34-35
33
31-32
29-30
26-28
23-25
18-22
14-17
11-13
08-10
7
5-6
4
—
3
—
2
—
1
—
—
0
38-40
37
—
36
35
34
—
33
32
31
30
29
28
26-27
25
23-24
22
20-21
19
18
16-17
15
13-14
12
10-11
8-9
7
6
5
4
—
3
2
—
1
0
39-40
38
37
36
—
35
34
33
—
32
31
29-30
27-28
25-26
23-24
22
20-21
18-19
16-17
14-15
13
11-12
10
9
8
7
6
5
4
—
3
2
—
1
—
0
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
53
PO BOX 168
IOWA CITY, IA 52243-0168